Coding in the Curriculum

The final project was a great source of motivation for me to make a stronger effort to bring coding to the classroom. I had tried in the past but was only able to occasionally teach what was considered one or two “coding” classes school wide.  I think this may be partly due to everyones busy schedule, a lack of knowledge between coding logic and  curriculum connections and/or  the fear of limited resource and lack of knowledge of how coding works.

This year, as coding was my final project, I knew I had to take a different approach at integration.  Being an Ed Tech Coach, I don’t have the opportunity to consistently work with my own students.  To remedy this, I sought out two to three teachers who would be willing and able to consistency provide class time for coding integration. I knew I also had to find teachers who would be able and interested in meeting on a regular basis to discuss the curriculum connections.  Fortunately, I connected with three eager teachers from Grades 2, 4 and 5 EAL.    Together we brainstormed the connection listed in the document below as a good starting place.

I also looked for practical resources that would provide ideas for curriculum connections.  ISTE’s  No Fear Coding and Creative Code were a great start.


I noticed that there are a great deal more resources than I had originally realised.  Not only are there a variety of books on block coding such as Scratch but also on  different coding languages such as Python and Java Script.  3D Game Programming for Kids is a great book that was recommended by a student.  Once I started working thought the chapters I found it difficult to stop.



The resource books were only the tip of the iceberg. There are also a variety to sites such as  Scratch Education which helps to make the connections to Maths and Language.

Astro Pi is also a terrific introduction to Python coding.  It also connection directly to any type exploration inquiry  because the students create a small script which plays a short message and the temperature on a Raspberry Pi at the at the International Space Station.

International Space Station


There are also the ample resources associated with the Hour of Code.

However, my goal was to stay away from thinking about teaching coding and instead shift to thinking how can coding be used as a tool to reinforce a students understanding curriculum content.   Thinking in this direction also help me to see the many different ways that we were able to implement the ISTE Student Standards.

Once the teachers started to see the power within coding with Scratch, the news spread that it is a great tool for reinforcing corse content.  I soon had more teachers asking me to  come into their class to introduce coding. They also asked for resources so they could start thinking about the integration on their own.

Is every teacher 100% on board with the idea?  No, but I think through the course I was able to start a shift in the way coding can be taught at my school.

I am excited to continue working with students and teachers to find new integrations ideas using a variety of different languages and programs.


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What is the best way to collecting ideas?

I have been thinking how I can expand PLC. I decided to start a thread on Twitter and created the hashtag #creativecode and asked for any ideas coding related.

However, I have found that it has worked with limited success. I have had a few great ideas passed my way but they were shared to @kslelek instead of #creativecode.








I also created a Padlet of ideas and examples which I shared with other teachers who might be interested in the topic.  I realized Padlet is a great way to collect and share ideas.  Each category was nicely laid out and it is easy for other teachers to find and add content.

Made with Padlet

After speaking with a colleague, I realised that the best example I had for expanding my PLC was though the Teacher Tech Group which I started at my school.  I think to often we forget that some of the greatest resources are those closest to use.

Every two week I meet with a group of about 10 teachers from a variety of teams and tech integration skill and comfort levels.  We discuss successes and frustration with regards to tech integration.  As an Ed Tech Coach, I try to stay on top of the tech being used in class and what is working and what is not, however, with approximately 30 different classes that is not always the easiest thing to do.  The tech team is a great way to again start the “ripple” effect of sharing ideas. There are many teacher who have great ideas and take the initiative all on their own.   The teachers from each team bring concerns from the team and share ideas back.    A group has been created on Schoology (the school VLE) where we collect the ideas and share the ideas discussed in the meeting.  So, the best PLC that I have been able to work with has been those closest to me which I had not realised before.


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Coding Ripple in the Water

Creating ripples in the coding water

For quite a while I have wanted to help teachers make a connection between the possibilities of using coding to teach or reinforce a variety of curriculum content.  Resistance has come in a variety of forms such as not having the time, not believing in the relevance or the fear of the unknown.

However, with the Coetail final project I decided to give it one more try and as it was my final project  I knew I would also be more motivated to push a little harder.

In the past I was able to incorporate coding in a few different ways.  First, I was able to incorporate small 30 to 60 minute class session during the Hour of Code.

Also, last year we implemented digital portfolios on Blogger for students from Grade 3 to Grade 8.  I took this opportunity to push coding a little bit more by teaching the students how to edit the HTML code to adjust the size of embedded objects.

I knew I had to take a different approach for this project so I recruited a few teachers who agreed to take a bit of their class time each week to find and implement some of the coding curriculum connections.  I started off with three class projects.

Grade 2 BeeBot – Mapping

Drawing the map

Coding the Bee-Bot

The program






Grade 4 Inquiry into Biomes and Scratch

Grade 5 Developing Language Acquisition through Scratch

For each project, I worked with the teacher to identify how coding could be incorporated into the curriculum to express students understanding in a nontraditional and creative manner. With each situation, the teacher had not used coding in their class before.  After the first few lessons the teachers were able to easily see the great connection and were excited to identify several more ways which I had not thought about.

I now have other teachers from the teams coming to me asking how they can use coding to teach specific content such.  They had heard from the pilot teachers about the limitless possibility and it is great to see the coding ripple beginning to spread.

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The Creative Voice of Coding

I recently heard from a friend that her son is being tested for dyslexia. She was told that he is a 3D thinker and that he doesn’t process information in  a traditional manner. She was also told that is highly intelligent and creative with the ability to imagine, break components apart and teach other students.  After struggling in school for years, her son was so excited to hear he wasn’t just “dumb” as he had always thought and eagerly started working on the strategies provided by the doctor to help him communicate his ideas to the world.

In this day an age, shouldn’t we be encouraging our student to think outside of the box more often, to express their ideas, demonstrate their learning in a greater variety of ways. In the post,  What Creativity Really Is – and Why Schools Need It, Gabora explains that creativity involves cognitive processes that transform one’s understanding of, or relationship to, the world.  As Educators,  we need to rethink old ideals and push our own comfort levels to provide students with opportunities to create and imitate new ideas through posing challenges that require critical thinking and problem solving.

The variety of technology available in schools today does provides opportunities for children, such as my friends son, to express their ideas in creative ways.  It provides a platform for their voice to be heard. However, there is still one creative resources that remains greatly untapped and that resource is coding.

Learning to code develops creativity in Kids states:

Learning to code is very much like learning a new language – it gives kids a fluency not just in technology, but also in the language of creativity.

There are no shortage of resources available to guide the implementation of coding into the classroom.

Heidi Williams states in  No Fear Coding 5 reasons why coding is critical for K-5 students. The first two points speak directly to the idea of giving students a voice thought coding. First,  she mentions that coding makes their thinking visible as it gives shapes, thoughts and actions to their thinking.  Secondly, it sustains creativity by problem solving through their creativity when it goes wrong.


Isn’t it time we stop blocking a students creative voice by not providing them with opportunities to imagine, create, and express ideas through coding?

For my final project I will be working with Grades 3-5 on integrating the curriculum into Language, Maths and their Unit of Inquiry using Scratch.


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Putting the Integration Puzzle Together

Putting the puzzle together

Putting the puzzle together

For my final project I am going to create a scope and sequence or a roadmap that connects a variety to tech integration standards with my school curriculum.  I decided to take this route because after completing previous Coetail lesson I decided I wanted to gain a better understanding of what effective tech integration.  The course has answer a few questions that have help me to realize that I need to push my understanding even deeper.  The students do a lot of great work green screening news broadcasts about natural disasters, using Book Creator to retell their written work and using Pic Collage to create great diagrams and posters but here has to be more.

For the past year, I have been struggling with a few questions. First, how to you really transform learning through the use of technology. In other words, according to SAMR how do you truly move away from simple “Substitution” to “Redefinition”? Also, do you need to always shoot for the highest rung on the ladder or is it OK when some learning situations stay at a lower levels.

SAMR Enhancement to Transformation


I also realize  that to develop a well rounded tech integration program the curriculum needs to be inline with the ISTE standards.  For example, it seems that typically, Creative Communication standards are met but often the Global Collaborators element is missing.  It is hard to reach all of the ISTE standards if they are not fully known and understood. The new ISTE Digital Pathways will help provide some ideas and will be a great tool to show the teachers once I can help them understand the area that they need to be working toward in the planning.

The last standard I would like to use it the Common Sense Media Scope and Sequence for Digital Citizenship.  The main reason is why reinvent the wheel when there are great resources out there.

One of my main concern with the project is that it is a massive undertaking.  Piecing together three standards and a curriculum will take a great deal of work. Therefore, I am going to start with Grade 2 as they asked if something along this line could be created to help them understand better where the children are coming from and where they should be when they leave Grade 2.  My second concern is will it actually help in the long run.  Or will making such a document turn back time to the ICT classes once of week mentality. I am hoping not because what I would like to see is teachers using the document in their planning.  One of the key elements will be trying to provide examples to help the teachers understand how all the pieces fit together and to help them understand the language.

Hopefully, the end result will be a teach community (including myself) with a strong understanding of what technology integration is and why it is important. It will also create an Ed Tech community of confidence and independence.

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Managing Classroom Devices

Effectively utilizing a variety of devices in a classroom can be a challenge. As an Ed Tech Coach, my job is to support teachers and students with technology in the class.  Part to the job is coming up with ideas on how to enhance the curriculum through technology but the other part is managing the devices around the school and helping teachers manage them in their classroom.

 The model I am currently working with is carts of devices per grade level.  The breakdown of what I am responsible for is:

  • Gr 2 (4 classes of 20 students)- 1 cart of 20 Chromebooks and 2 carts of 20 iPads
  • Gr 3 to Gr 5 (5 classes of 20 students)- 1 cart of 20 Chromebooks, 1 cart of 20 Macbooks and 1 carts of 20 iPads
  • Specialist (German & Arts) Each have 1 cart of 20 iPads to share between 3 to 5 classes.

Managing Devices Out of the Classroom

Double booking devices

Calendar by Aleksandr Vector


Teachers typically have a device calendar and can book a cart (or a set number) of devices for their class. There are two problems with this method. The first is teachers simply thinking they have booked devices when they are already booked by another class.  Second, there are always some teachers who take devices without booking them and/or not returning after them they are finished.  This is a difficult issue to manage because it mainly comes down to personality.  The people who do not follow the booking “rule” typically don’t follow most school rules.  It just comes to reminding the teacher to use the system properly and being considerate of other.

Students loosing work
Sharing 20 iPads among 100 students is bound to end it a little heartache of lost work.  This can happen for a number of reasons such as other students deleting someones work or technical problems such as devices crashing. Solution…backup, backup, backup.  We try to remind students again and again to make sure they save their work to their Google Drive.  Generally, a very effective method but there are always a few students who forget in the rush and loose work. On occasion, we can find it in the Recently Deleted folder but to often the students have to redo their work.

Students do not always have access to devices
Because we work on a cart per grade system, students do not always have access to device when needed.  We are currently working on moving to a one to one model for but now extra planning, communication and cooperation is needed.

Managing devices in the Classroom 

Responsible Use Policy
At the beginning of each year, students and parents sign the schools Responsible Use Policy.  Within the first two weeks of school, I visit each class and review the terms of the policy and remind them they have signed it agreeing to follow the rules. This is great to fall back on if a students misuses school tech.

Essential Agreement
Each class makes an Essential Agreement for their classroom at the beginning of the year.  The agreement includes basic classroom management and behaviour including devices.  It is posted on the wall and provides a great reminder to the students.

Common Sense Media

WE The Digital Citizens Pledge To…

Set Class Routines/Expectations
Setting the tech exceptions  is one of the most important things a teacher can do to reduce their tech stress. My number one rule is that when the students are receiving instructions or there is a class discuss their iPads are flipped upside down or their computers lids are down. Another good strategy is having the students turn their monitors to face you.  This helps to see where everyone is on a task, as well as, encouraging students to focus on the speaker.

Digital Citizenship
Teaching responsible digital citizenship during a lesson and those teachable moment is also key.  Common Sense Media has great resources for teachers.

Having a well laid out workflow is also an important consideration to reduce tech stress in the classroom.  This includes rules around where devices are stored and organized with easy access for students.  Twenty students gathered around a cart of devices is a recipe for disaster.  Sending groups of students or having tech helper who manage the carts can be very effective.  Workflow also includes a set routine for students saving their work. I highly recommend Google Drive if your school is using G Suite.  Most apps now save directly into Drive. Another tip for teachers using Google Drive is to have a class folder which has a file that for each student.  The students get into the habit of always creating and adding work in their folder so the teacher always has access to what the student are doing.

Classroom Management in a Digital AgeI am always looking for new ideas to help manage the device and  help teachers.  I recommend,  Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces by Heather Dowd and Patrick Green  Their book provides excellent ideas on how to best utilize your school devices.

Sites such as Common Sense Media also offer helpful tip in post such as Tips and Tricks for managing devices in the classroom and The Journal’s Tips for Managing Your iPad Classroom

It all comes to down having a clear  and well thought out foundation to build on having devices in the classroom. Whether your school is 1 to 1 or a cart to per student, each model has its challenges and rewards.

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Can a Classroom without Walls Teach Empathy


The relevance of global connections is very apparent working in an international school.  I worked at the Canadian International School in Singapore which had students from almost 60 different nationalities and while working in Switzerland at an international school we have less varsity but still have students from all over Europe, North America and Australia.   Students in the public public system back home in Canada can have less diversity but a closer connection to immigrates who have entered Canada for a variety of reasons including recent immigrated refugees.  However, even though there is an abundance of nationalities in schools today, there seems to be a lack of empathy for the diversity.

Is creating a classroom without walls a way to combat lack of empathy?

Recently, the Grade 4 students studied Human Migration. A large focus was looking at the push and pull factors behind migration. This discussion lead to the Syrian refugee crisis.   I was impressed at the resources the teachers tapped to explore the different perspectives.  One great resource was a representative from No More Walking No More Walkingwho spoke to the students about how Switzerland is handling the influx of refugees.  Not only did she talk about the situation of the refugees but also the complex political side as well.  Through the experiences of the presenter and the great images, the students left a greater understanding of the situation and a great compassion for those who have been displaced.  One student commented that in the past she would see someone she thought was an immigrant and just brushed of any thoughts about them.  Now she always wonders what has brought them here, who have they left behind and do they actually want to be in Switzerland.

In this classroom, the students were able to hear about a global situation through a first hand accounts of someone directly involved.  What happens when a class don’t have the resources or ability to bring in such speakers.

“Can Virtual Reality “teach” empathy?” by Chris Berdik discusses how VR can be another opportunity for global connections creating empathy.  He provides a variety of examples such as the New York Times VR videos that allow students to feel they are in a situation that would otherwise be impossible to see first hand.  Read How to Experience a New Form of Storytelling From The Times to find more examples.

Some 30 million children are displaced. Chuol, 9, escaped into a vast swamp in South Sudan when fighters swept into his village.

There are also institutions that can bring the word into your class.  Skype in the classroom provides opportunities to connect with experts such as Cousteau Mission 31 which took students deep into the ocean which provided an opportunity to “… empower them (students) to take an active part in preserving our oceans.”


The greatest factor of breaking down the classroom walls is that not only can global connections create empathy for people but also for the earth itself.  The future seems a bit brighter if all students develop a greater sense of global empathy through such connections.



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Designers vs Gamers

Screenshot from the BrainPOP Game Design page

Game Design BrainPOP

There are many different opinions  on computer gaming in schools. However, the ideas of students learning through games is not a new concept.  Teachers have been using a variety of games for years in the classroom especially in the areas of Maths and Spelling.  So why the fear of computer gaming?

From talking with teachers and following a variety of discussions there seems to be a few common threads that connect the gaming fear.

First, many teachers and parents still see computers and iPads as a toy and/or baby sitting tool. Perhaps this is because many parents themselves use devices as a pacifier.  Often you can see parents out for supper with their children who are on their iPads or phones the entire meal.  This leads to a quiet calm dinning experience for the parents. Also, children are often on devices while traveling and who can blame them. Typically, when I am on a long train or plane ride I am on a device to pass the time as well.

Second, there seems to be the idea that computer games are a mindless waste of time.  I agree, there are many games that do not have  any educational value eventhough many of them try to pass themselves off as educational games. The Mindshift article  How Games Can Influence Learning quotes,

“The fact is, many of the games out there suck,” said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. “They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.”

Third, there is the fear of computer gaming addiction.  The idea that students will spend hours upon hours on a devices completely cutting themselves off from the rest of the world.

There does need to be diligence in trying to find games with a high education value.  That is why sites such as Common Sense Media’s Top Pick List can help dig through the online and app games to find ones that are worthwhile brining into the classroom.  ISTE’s new Digital Pathways is also a great way to curate the choices we have for digital media including games.

However, what about moving away from students consuming games to creating the games.  I have worked with a number of students who have used Scratch to create Maths games for their class mates.  They found the opportunity to create the game very rewarding and motivating as well as the fact that it was an excellent way for them to demonstrate how well their understood the Maths concept.

There are also sites such as Gamestar Mechanics that teach students about game design.  You start by playing a game to learn about the key elements needed to create a game. Next, you fix a broken game with easy to follow instructions that follow the same game design principles that were presented during the playing stage.

BrainPOP also offers material on game design.  They promote their program by focusing on the fact that design focuses on high order thinking skills such as understanding and applying systems, creativity, problem solving and story telling.

Brainpop Game Design

I think there now needs to be a new shift not necessary away from gaming but bringing game design more to the forefront.  Just as gaming and  computer programming often hooks certain students, we also need to work on hooking those that might not be geared toward coding but designing . Doing so would motive a much greater community of learners.

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It’s All In the Question

Chain connecting PBL and IB PYP

Chain connecting PBL and IB PYP

 The “Question” is the link that connects the Project Based Learning (PBL)  and the IB Primary Years Program which is the most apparent during the PYP Grade 5 Exhibition.  According to the IB

“The PYP Exhibition: encouraging in-depth, collaborative inquiry which involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems. “

Wikipedia states that PBL is when “students acquire a deeper knowledge through active exploration of real-world challenges and problems.”

In both situations, the students use a question to drive their learning.  The student generated questions provides them with a great deal more motivation that having a teacher create question.  The question provides focus for research, presentation methods, experts to interview and motivation to keep the students interested.

During the Grade 5 exhibition the students have picked an area of focus from under a Unit of Inquiry.  They have chosen to  inquire into  the inequality in sports between men and women, how computer hacking and be use for good and bad, why coding should be part of school curriculum and how the media can influence how we view ourselves just to name a few.  As the students have spend the past 6 weeks questioning and researching their topics,  my role has been to support them through research techniques and presentation formats.  The students have used sites such as Thinglink to add content to diagrams and maps, Aurasma to overlay videos over visuals and present music and news cast videos, and Scratch for coding.

Jill Ackers blog post PBL Brings Authenticity to International Baccalaureate also discusses how when the programs work together “students do work that is real to them, authentic to their lives, and with a direct impact or use in the real world.”  which is what I see happening often in the PYP schools that I have taught in the past few year.

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Stumbling Blocks to Redefinition

Lego Blocks

Lego Blocks

According to Edutopia’s post “What is Successful Technology Integration

Technology integration is the use of technology resources — computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school.

However, this definition can provide a false sense of accomplishment.  I have been reflecting on my effectiveness as an Ed Tech Coach.  According to the definition above, it would appear that I have been very effective as I have been able to work with a majority of the classes on using computers and iPads for research, portfolio posts and content creation.

The important question is not “What is tech integration?” but “How is tech integration changing learning?” I often use the the SAMR model as a baseline for the level of integration.

Enhancement to Transformation


I think 100 %  of my school is at are currently at the Substitution level.


Teachers are currently are using SmartBoards to display content and students are using computers to create written reports.

I also think that a majority of the school are at the Augmentation level.


Students from Grade 2 and up are working in Goole Suites to create presentation and reports which they are able to share with classmates and teachers.

My goal is now to work with the teachers on moving to transformation learning.  The first step being Modification.


Students are currently sharing documents with teacher who are commenting on their work.  Students also often collaborate on one document.

Redefinition is the level I find the most challenging.

RedefinitionStudents have occasionally Skyped with experts outside the classroom.   Also, we have started digital portfolios with the intent of opening them to a larger audience.

I now have two questions:

  1. How to work at the higher levels seamlessly?
  2. Is one level more important that the others?

After watching videos on the different levels, I noticed the common factor moving up the ladder was students expanding their learning environment to a broader audience.

SAMR Circle


The The Technology Integration Matrix provides another angle to look at integration.   Comparing the two does provide more thought into how to change the way students learn.
Perhaps combing the two systems together will build a solid foundation for integration for changing the way students learn.




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Finding Zen

Finding Zen


I created a presentation to share with my students several years ago based on ideas from Garr Reynold’s Presentation Zen.   I mentioned in a earlier post how I was never happy with how it turned out so I decided to give it a facelift for my final project.

I recently had a lesson with a Grade 5 class on creating presentation.  The week before we had looked at different presentations platforms one of which was Haiku Deck.   It is a great tool for creating presentation based on some of Garr Reynold’s principles.  He mentions using visuals to capture your audiences attention.  Haiku Deck is excellent at providing beautiful images which are easy to find based on a topic.  He also speaks of reducing noice and having fewer elements.  In Haiku Deck, you are provided with basic simple templates that provides coherent text without distracting viewers from the image.

In addition to creating effective slides I reminded the students that they are creating presentations so they need to remember to present.  It is not a report therefore there shouldn’t be fifteen bullet points to read.  I encouraged them to use handout if needed but speak to the slides instead of reading from them.  Most importantly, be creative as Garr Reynold’s mentioned, remember that images speak louder than words.

Haiku deck was an excellent tool for meeting many of the Zen Presentation points.

Great Presentations – Created with Haiku Deck, presentation software that inspires;

However, I also decided to create a third presentation using Keynote.  I had encourage the student to try their hand at creating a presentation following these principles and I wanted to see how easy it would be for myself.  I have also been encouraging the student to use/or take their own pictures for their presentation. Using your own photos eliminate the need to site the images.  One of the tools I had recommend was Keynote just to add a bit of variety to their presentation toolbox.

The presentation below was the result of my efforts. I enjoyed looking through my travel pictures to find images but I also found it very time consuming. I also used the my schools recommend create commons sites Pixaby and Photos for Class when needed. I was please that I only needed to use a few pictures from the site as I was able to use my own photos 80 % of the time.

Deciding on an effective font was also time consuming but I think in the end I found one that was clear and effective.  I played around with positioning to try leverage off the image as well as make the message standout by using large print and key words.

In the end I found that although I enjoyed looking through my photos, I found Haiku Deck a very effective and efficient tool for creating a great presentation.  I look forward to seeing how the students presentations turned out and seeing which tool they decided to go use.

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Making the Most of an Infographic

When I started thinking about finding an infographic to use with students, I found my mind was flying in 10 directions of “Oh, I could use this…” or “I could use that…”.  I first started looking at the great resources on Tricia Friedman blog posted Getting Started with Visual Note Taking.  I then started to think about what I wanted to teach with an infographic. I found myself getting confused between the concept of posters, infographics and visual note taking so I search what exactly is an infographic and of course I found an infographic to explain infographics.

What is an Infographic?
Created by Customer Magnetism.

After reading several definitions I wonder what was the difference between a “Poster” and an “Infographic”.  They both present information visually to inform or educator others about an idea or concept.  I realised that the All Digital Citizens posters  from Common Sense Media which I was going to use with students next week is a infographic.  The complexity of the information needs to take into consideration the age and needs of the audience which is what makes this one a practical infographic for 8 year old students.

Common Sense Media

All Digital Citizens

I will  the posters in a variety of ways.  First, I will teach a series of lessons to the Grade 3 students on Digital Citizenship which is connected to their current Unit of Inquiry.  The lessons will be based on the resources on the Common Sense Media.  As we work through lessons, such as Rings of Responsibility, Digital Citizenship Pledge and Super Digital Citizens we will discuss the connections to All Digital Citizens.

Once we have completed the lessons, the students will be invited to create their own infographic. The students will either create their own infographic by labelling a photograph of themselves using the app Pic Collage  with examples of protecting private information, respecting themselves and others, staying safe online, balancing their time and staying up to cyberbullying.  If they do not want to use their own photo they can label the image below or create their own image.  The student created infographics will be places around the campus as a reminder to other students.

All Digital Citizens


The last use of this infographic will be as the wallpaper on the student iPads as a reminder through the year.  I have altered the colours and added numbers to help students distinguish between two different iPads carts and the iPad they have been assigned. If the students want, I will replace the Common Sense infographic wallpaper with their own infographic.

Digital Citizens 1Digital Citizens 2



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