Creating with Technology

Creating, Not ConsumingA Year of Purposeful Technology Integration

⌛ 4 minute read
This school year, technology integration across grades 3–6 continued to focus on purposeful creation, communication, computational thinking, and digital citizenship. As the Digital Learning Specialist, I collaborate with classroom teachers to design and co-teach lessons that integrate meaningful technology experiences into classroom learning.

 

 

Students explored a wide range of digital literacy and computer science topics throughout the year, including online safety, digital footprints, privacy, plagiarism, misinformation, deepfakes, AI literacy, responsible technology use, and device distraction.
Students also engaged in computational thinking and coding experiences through Scratch, Sphero, Lego WeDo, Makey Makey, Hour of Code, and Hour of AI activities.

Using Chromebooks within our Google for Education environment, students regularly created and collaborated using Google apps, Canva, WeVideo, and Book Creator. These tools supported authentic student creation through multimedia presentations, digital publishing, coding projects, video production, and collaborative design experiences.
Canva played an especially significant role in supporting graphic design and visual communication skills across grade levels. Students created infographics, posters, awareness campaigns, and presentations connected to classroom curriculum while exploring design principles such as layout, typography, visual hierarchy, color, and audience awareness.


Throughout the year, students were guided by essential technology questions such as:
How can technology support creativity and communication?What responsibilities do we have as digital citizens?How can we evaluate the reliability of digital information?How can computational thinking support problem-solving?How do design choices influence communication and audience understanding?
These experiences align closely with the Massachusetts DLCS Standards, particularly within the strands of Computing and Society, Digital Tools and Collaboration, Computing Systems, and Computational Thinking.
Across the learning year, technology experiences emphasized creativity, communication, collaboration, and critical thinking in all content areas. Whether students were coding in Scratch, designing projects in Canva, producing green screen videos, or examining topics such as misinformation, deepfakes, and responsible digital citizenship, digital tools were used to support authentic learning, creative expression, and thoughtful problem-solving.

Grade 6

transitioning with technology

Students in grade 6 spent time this past week cleaning up their Google Drive accounts and thinking about items they would like to keep and share with future school assigned accounts.  Google Drive is one way to house a portfolio of digital work that was created here at Spofford Pond School.  These students are figuring out how to neatly maintain a record of their best pieces as elementary school students and how to share and make copies of the items they hope to keep throughout their Middle School and High School experiences.

Technology Essential Questions

Digital Portfolios

How can we use this technology to keep a record of progress?

How does a digital portfolio help students connect big ideas, across subjects & grades?

How does a digital portfolio help extend student thinking?

How can we use this technology to teach the art of reflection, curation and collaboration?

Interactive Whiteboard

Fun with Jamboard

Another great technology tool in the Google Workspace for Education toolbox is Jamboard. According to the TeachThought website, "Jamboard is a cloud-based app that enables visual collaboration between users in real-time [via] ... a shared ‘whiteboard’ on each user’s individual screen."  Using Jamboard, instructors can:

• Model skills like math, art, note-taking, and other competencies whose mastery can be encouraged through modeling for students
• Collaborate on projects in project-based learning–either between the teacher and students or between students
• Brainstorm ideas collaboratively–for writing, projects, and more
• Concept-map problems and solutions while using inquiry-based learning
• Use in a flipped classroom setting to allow peer groups to collaborate in real-time in class or at home
• Use during remote teaching and learning as an online ‘chalk board’ to lead activities, check for understanding, and more

Jamboards can be found and modified through one's PLN or created from scratch. Here are just a few Jamboards Spofford Pond School classes have been using lately:

Learning about Taxation without Representation

Science Vocabulary

Animal Adaptations

SEL Checkins

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

Technology Highlights

Technology Tools for Robust Learning

Spofford Pond School staff and students, whether remote or in-person, have access to a variety of technology tools.  These tools are excellent resources to aid in enhancing curriculum across all subjects and grade levels.  Our digital tools provide students an opportunity to innovate, create and demonstrate knowledge.

One of the most important tools in the Spofford digital tool box is Google Workspace for Education. Google Workspace for Education provides our staff and students free access to a tremendous amount of technology resources from word processing, to digital drawing, to creating presentations and videos. Our school Google accounts truly allow us to make the most of our devices in a collaborative and creative way. Chromebooks are a standard tool in the classroom and used daily for enhancing content engagement and innovative projects.

We also have access to a variety of online like Generation Genius, Brain Pop, Kahoot, Quizlet, Padlet and more!  Be sure to ask your student about one of these great online tools and how they are used in the classroom to dive deeper into all subject areas.
Finally, I would like to highlight the power of the digital badge.  As students learn about various topics, from English Language Arts to Math to Science and more, some teachers encourage further exploration by offering digital badges of completion.  Fun to create, simple to customize and easy to share, digital badges can be a great motivator for anyone!
Check out these digital badges some of our third graders have earned in Science:

Congratulations to our Third Grade SMEs (Subject Matter Experts)!

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

Technology in the Hive

Busy Bees use Technology in the Hive

Students of the Hive (Ms. Davis's and Mrs. Valzania's 4th grade) spent several weeks from late November and into December studying Native American tribes, their history, their traditions and their culture.  This PBL (project based learning) unit was structured with lots of technology integration to enhance their research and give them choice and voice throughout the process. Students used hyperdocs to research one of five Native American tribal regions.  This helped students gained necessary background to answer the question, "How does where we live shape how we live?" The Hive's Google Classroom was filled with opportunities to enhance their understanding.  Students used Quizlet to learn new vocabulary, watched videos on YouTube to learn about Native American culture and read digital Native American myths.

At the end of the PBL unit, students had the option to build a Native American Tribe small scale replica, write a script about it and produce a documentary using iMovie to demonstrate understanding of the tribe they studied.  One focus included the importance of how the region shaped the lives of the Native Americans who lived there. Check it out!

For even more about What's Happening in the Hive - check out their blog

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we integrate technology to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b

Google Protocol

Grade 3 Gets Techy with Technology Basics

Students in grade 3 have been busy this first term learning some important technology basics.  They have been learning about the different devices we use at Spofford Pond School, how to login and logout, how to access their Google accounts and get assignments in their Google Classrooms.
Students accessed hyperdocs with Chromebook and Macbook basics and we discussed good habits of technology users.  Students also had the opportunity to use an interactive choice board to practice some of their new skills.

Technology Choice Board:

Technology Essential Questions: How does offering students voice and choice create more engagement in learning? How does offering choice help students connect with their strengths and boost motivation? How can this digital tool provide personalized learning and differentiation?

Interactive Choice Boards

Reading Response Choice Boards

Mr. Duffy's Gr. 4 Classroom Students in Mr. Duffy's room got their first online choice board assignment.  In this assignment, students were first tasked with choosing a just-right independent reading book.  Then, over the course of the next few weeks, students will use the choice board to complete various activities as a means of  responding to their reading.

Check out this sample Reading Response Choice Board Assignment:

Technology Essential Questions: How does offering students voice and choice create more engagement in learning? How does offering choice help students connect with their strengths and boost motivation? How can this digital tool provide personalized learning and differentiation? 2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
3-5.CAS.a.3: 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c.4; 3-5.DTC.c.5; 3-5.CS.a

Grade 6

Transitioning With Technology

Students in grade 6 spent time this past week cleaning up their Google Drive accounts and thinking about items they would like to keep and share with future school assigned accounts.  Google Drive is one way to house a portfolio of digital work that was created here at Spofford Pond School.  These students are figuring out how to neatly maintain a record of their best pieces as elementary school students and how to share and make copies of the items they hope to keep throughout their Middle School and High School experiences.

Grade 6 Digital Portfolios

Technology Essential Questions

Digital Portfolios

How can we use this technology to keep a record of progress?

How does a digital portfolio help students connect big ideas, across subjects & grades?

How does a digital portfolio help extend student thinking?

How can we use this technology to teach the art of reflection, curation and collaboration?

Back to School, Back to Technology

Busy Digital Citizens in Grades 3 & 4

Over the past few weeks we have been very busy helping students get reacquainted with their Google accounts.  Third graders have been learning to log in and out of Google, join Google Classroom, and practice their keyboarding and trackpad skills.  Fourth graders have been unenrolling from previous Google Classrooms and enrolling in new ones.  Technology skills, rules and routines are being established and students are getting comfortable using a variety of devices in classrooms.

Our youngest students are off to a great start! Super Digital Citizen Video from Common Sense Media

Technology Essential Question:

What can students do to keep themselves safe when working online?
How can we use technology as a tool for learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework 3-5.CAS.a.1, 3-5.CAS.a.3, 3-5.CAS.a.4, 3-5.CAS.b.1

Google for Education

We Are A Google for Education School

For those of you who may be new to the Spofford Pond School community I thought I would take a moment and write a bit about the technology we have available at our school and what it means to be a Google for Education school.
Spofford Pond is fortunate to have the support of many people and organizations that have allowed us to make great advancements in procuring a variety of technical tools for staff and students.  We have equitable access to devices like Chromebooks, tablets, laptops, green screen and virtual reality tools just to name a few.
However, it is important to understand that beyond the hardware we have, the software and apps that we use most frequently are part of the Google for Education G-Suite.
Google for Education provides our staff and students free access to a tremendous amount of technology resources from word processing, to digital drawing, to creating presentations and video.  Our school Google accounts truly allow us to make the most of our devices in a collaborative and creative way.  Chromebooks are a standard tool in the classroom and used daily for enhancing content engagement and innovative projects.
You can read more about Google for Education and the opportunities it provides for teachers and students alike on the Google website.  (link)
Just a List of the Apps We Regularly Use: Google Docs Google Slides Google Drawing Google Sheets Google Forms Blogger GMail (staff) WeVideo Green Screen iMovie Explain Everything Book Creator

Grade 6 Animation

Ms. Boyle's Class "Googl-ing" To the End of the Year

Students in Ms. Boyle's grade six classroom created one last project to wrap up the end of the school year.  Using Google Slides, they created stop action animation about the life cycle of the butterfly.  They shared their animations with their third grade buddies. Check out these projects by Chase, Mia, Kate & Kenneth!

Technology Essential Questions:

Are there technological solutions or enhancements to supplement what is being taught?

How can we leverage technology to address the different needs, learning styles, interests and abilities of students?

How can we use this software to create original, innovative works and ideas?

Genius Hour

Ms. Davis's Grade 4 Daily Genius Hour

Over the past two weeks, students in Ms. Davis's class have been given the opportunity to spend one hour each day to research any topic.  These topics could be something the students were passionate about or just wanted to learn more about.
Students were required to convince teachers and interns that their chosen topic was worth researching.  Students were also tasked with coming up with a "mile-deep" question to answer based on the topic.
Students completed research using the internet, conducting surveys with Google Forms, organizing and recording interviews, asking questions via Twitter, Live Chats and in Google Hangouts (these last few with teacher help of course!)
Some examples included: Ben & Jerry's Ice Cream:  "Why should I buy Ben & Jerry's brand?" Matchbox & Hot Wheels Toy Cars:  "Why are they still popular today?" Celebrities:  "What is the difference between being famous and going viral?" Smart Phones & Computers:  "How has technology changed the way we live?"
Final projects were presented in many forms including Google Slides presentations, a mock newscast, a replica newspaper, tri-fold presentations and even ice cream samples.

students researching and presenting

Introduction of a daily Genius Hour in the classroom is part of the personalization of learning:

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we implement a Genius Hour to help students create original, innovative works and ideas?

How can a Genius Hour address the different needs, learning styles, interests and abilities of students?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

Augmented Reality With Google

Google's Augmented Reality Pioneer Program Comes to Spofford Pond!

On Tuesday, Google Ambassador Caleb J. spent the day with students and teachers in grades 3 - 6 to demonstrate augmented reality.  In this beta version, students got to see Google's next big undertaking before it is released to the public. According to Google's definition, "Augmented reality is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view."  Students explored the forces of nature, bees, dinosaures, the skeletal system, plants and more.
It was an awesome experience! Thank you Google for coming to our school and letting us investigate your newest technical endeavor: AR Expeditions!

Student Explorers

Some students left feedback on Flipgrid about their experience.
Check it out:

More Information: The Wild and Amazing World of Augmented Reality (article)
Google Expeditions AR (video)


Technology Essential Questions: Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation? How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?
2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework: 3-5.CAS.a.1; 3-5.CAS.b.1; 3-5.CAS.c.4; 3-5.CT.e.2 6-8.CAS.c.1; 6-8.CT.e.2 - .3

Grade 5

Grade 5 Science Google Slides Collaboration with  Mrs. O'Brien's and Mrs. Wiles-Stasko's Students

This week in science, 5th grade students worked collaboratively on a Google Slides presentation to answer the question, "How does the hydrosphere affect the geosphere?" Students were asked to contribute a slide to the class presentation that both showed and explained their answer.
To complete this project, students used technical skills like keyboarding, inserting text boxes, inserting copyright-free images, arranging objects, executing online research, and troubleshooting to solve technical problems.
Students also used future-ready skills like collaborating in real time, communicating ideas digitally, exchanging information digitally,  creating unique digital projects and demonstrating responsible use of technology.
Check out a few of their slides:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can this technology be used to enhance this science project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.2; 3-5.CAS.a.3; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

Google Sheets

6th Graders in Mrs. Sierpina's Science Classes Collect Data Using Google Sheets

For the beginning steps of their Science Fair projects, students in Mrs. Sierpina's science classes got an introduction to Google Sheets.  Students setup tables to collect their science experiment data.  Then, with the help of Google Sheets, they turned their data into charts so as to have a visual representation of the information they collected throughout their experiments.
For many students, this was their first experience with Google Sheets and digital data collection.  Until the Science Fair, students will continue to add information to their tables and charts, in preparation of presenting their findings at the fair.
Good Luck Grade 6 Scientists!

Google Sheets Essential Questions

How can this technology be used to enhance this science project and communicate knowledge?

What basic skills should students know about this digital tool?

How does this digital tool help students manage data?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

6-8.CT.c