Digital Toolbox

When evaluation new digital tools for the classroom, I look at a few aspects of the tool.  I first look at the usefulness of the new tool.  I need to be able to see a way in which I can meaningfully incorporate it into my classroom.  I then look past the idea and it’s usefulness and look at the features of the tool.  The features need to be able to ultimately meet the goal or purpose for using the tool.  I then look at how easy it is to use the tool.  Sometimes tools have great ideas and features but they’re overly complicated and it overshadows the positives about the tools.

There are a few resources that I look to, when picking out digital tools.  One resource is my school.  They are constantly introducing new technology during trainings, professional development days and/or my colleagues.  I also look at pinterest and now Ed Shelf.  I believe this will be a great tool to share and compare.  I really think that this reigns true with what Johnson states in the video, Where  Good Ideas Come From.  Johnson states thats it’s great to collaborate with others and get the missing piece to our own ideas.

I think that technology is such a huge component of school.  Our school has provided students with Chromebooks and uses Canvas ans Google Applications.  I terms of teaching, I use technology such as Get More Math and Canvas for my students to support their math learning needs.  I also share alternative applications for calculators, in case students don’t have them.  I share Khan Academy, as a supplemental resource.  I also encourage students to use Quizlet, to study and have any note cards that have been created, at their fingertips.

Below is my Ed Shelf link:

All of the applications in my Ed Shelf are ones that I use on a daily basis.  Some are ones that I use, to keep organized.  Some are supplemental activities, thats students can sue or watch to review a concept or skill. Some of the applications are ones for studying.  I also included the Calm app, I believe as teachers, we all need a way to relax and this app does that for me.


Johnson, S. (2010, September 17). Where good ideas come from. Retrieved from


Prompt 1

One take away from the video is that it changed my perspective.  Before watching it, I didn’t really feel any sympathy about the situation.  After watching the video, I was able to see how this was different than someone getting caught cheating.  This was in the public eye, so it wasn’t just in front of the normal social circle, it was in front of the world  Everyone makes mistakes, so I can imagine how hard it can be to do that for everyone to see.  One word that comes to mind, for me, is change.  Again, I didn’t really feel sorry until think about the situation and how it was different for her.  We’ve all made mistakes and have probably been embarrassed when it’s been noticed by others.  Now imagine if the whole world witnessed your mistakes.

If this was during the social media time, this would have been way worse.  It would have been all over the the applications and I would imagine that she would have to shut down her accounts for a while to avoid any harassment and possible threats.  To cope with the “shame game”, individuals need to be taught how to about netiquette. They need to know mind their own business and be nice to others online.  I believe that reminding others that everyone messes up and asking if they would like to be attacked, when that time comes, is a good question to ask.  People make mistakes and this “canceled culture” isn’t making life easy for anyone.  No one is perfect and everyone should realize that and try to help people learn from their mistakes, in a positive way, rather than live in fear.

Prompt 2

If I had unlimited resources, I would create a digital citizenship course for all students.  I think it would be best, for all students in the district.  Students, younger and younger, are going online and I would like to prepare them.  I would have different courses for the different age groups.  It would be great for students in the district, since the beginning, because they would see the natural progression of the courses and consistently learn and be reminded of digital citizenship.  I think it would be great to supplement these courses by having posters throughout the schools about digital citizenship.  I would also like to add that have mini assemblies, using guest speakers that have firsthand accounts on aspects of digital citizenship.  It would be powerful for students to see how digital citizenship or lack there of can have an impact on an individual.


Prompt 1

The White Paper made some good points about separating Library of Congress and the U.S Copyright Office. The U.S Copyright Office may not be up to date with technology, but they still have a plan in place to build up their sources.  Seeing as the years have gone on, the number of copyrights have growing and growing, this can be a factor.  Since the Library of Congress is using a system that is not as up to date, because they were created before the technology surge.  In the current time, I believe sources and databases need a different approach.

Tepp, S. & Oman,R. (2015 October). a 21st copyright office:the conservative case for reform. Retrieved from


Prompt 2

Plagiarism is when someone takes another person’s work and tries to take credit for it, by trying to pass it off as their own.  An example of this is when an individual writes a paper, takes a a quote from a source and doesn’t cite it.

Copyright Infringement is pretty much using an individual’s work in a way that is not allowed.  An example is using an image in an advertisement, without permission.

Attribution is when an credit is given to a source that was used.  An example of this is citing a source, for a paper.

Transformation is when an individual’s work is being used in a different way than it was supposed to used. An example is when new music uses clips or inspired parts of songs, of old songs.


Bailey. J (2013 October 7). The difference between copyright infringement and plagiarism. Retrieved from

Life as a Digital Native

Prompt 1:

As teachers we have all seen the impact of technology on us and our students.  My district is lucky enough to be able to provide Chromebooks for all students, in our high school.  So in our case, at school, there isn’t a lack of technology.  Every student I have has a cell phone.  Needless to say, they are consumed by technology on the daily.  Even though I haven’t been exposed to technology, as much as my students, I consider myself to be  digital native.  I’ve always had access to a computer and a cellphone by 6th grade.  I can totally relate to the attraction of complete accessibility to technology.

Although I can relate, in some aspects, to the students I feel that it definitely impacts them socially and educationally.  Socially, I notice students are drawn to screen time of the phone instead of face time with people.  Students seem to opt to go on social media and watch hours on hours of Youtube and Netflix, rather than hang out with their friends.  Educationally, students have the technology to be able to complete online assignments and classes.  Students that don’t have room in their schedules are now able to complete online or hybrid courses.  This is a huge positive and solves a variety of scheduling issues.  Students are able to also use and experience education applications or programs and get practice, through use in their classes. There are pros and cons to this easy access to technology, the way it’ll be successful is with monitoring by adults.

The most dangerous threats, pertaining to accessing and sharing, deal with what our students share.  Some students, behind the screen, aren’t afraid to bully and say what they want.  Others over share, on the Internet, and this can put them in danger or get them in trouble.  There are cases when students post inappropriate material or give personal information to strangers. Another common trend I notice, is influencers.  On social media, people tend to post the good and it’s not realistic.  If one of our students start to compare themselves to these impossible standards, it can lead to negative thoughts and actions.

Prompt 2:

A digital footprint is the mark that an individual leaves on the digital world.  If a digital footprint is intentional, the individual posts content related to them on purpose.  They mean to send the pictures or information into the digital world.  So if I post a picture to instagram of myself, that is an intentional digital footprint that I’m leaving.  A digital footprint is unintentional if someone other than the individual shares pictures or information about them. An example of an unintentional digital footprint is if a newspaper posts an article and picture of an individual, from an an event.

Students can deliberately cultivate a digital footprint, by gearing a web page or social media towards career or personal interests.  Students can also create ePortfolios.  It can be a basic one for jobs or a content specific one for photography.  Students should include an ePortfolio, because it’ll leave a positive digital footprint.  If perspective schools, employers or coaches find an ePortfolio, it’ll make a lasting and positive impression on outside individuals.

Importance of Digital Citizenship

Prompt 1:

Citizenship and digital citizenship are quite similar.  In my opinion, they are similar because digital citizenship falls under the umbrella of citizenship.  digital citizenship is just a branch of citizenship.  Citizenship is defined as , “the quality of an individual’s response to membership in a community”. (Merriam-Webster) As a citizen, there are rights and responsibilities that a citizen has and uses to contribute to society.   This is the same for digital citizenship, but in the “digital society”.  Digital citizenship was defined as, “the continuously developing norms of appropriate, responsible, and empowered technology use”. (Ribble, 2015)

I believe that digital citizenship is really being able to have and practice appropriate netiquette, while interacting with others in a digital society.  It is very important to teach others about becoming a digital citizen.  Although be live in a world that is now technology driven, individuals still don’t have a full grasp on how to be appropriate online.  It is the teachers’ responsibility to teacher students, while using technology, how to interact in a digital society.  It is the teachers’ job to show and practice how students share, interact and collaborate in the digital world.

Prompt 2:

After reading over the nine elements of digital citizenship, although all are important, there are a few that resonate with me.  Being able to communicate and collaborate, is a huge component in my innovation plan.  Learning to appropriately  with others is a skill that would need to be taught, in my classroom.  My goal is prepare students for their post-secondary lives and there are going to be times when they need to communicate and collaborate with others, whether is school or in the workforce.  I would practice this by having students work together, through the ePortfolio process.  Students will need to collaborate and communicate with others when editing their ePortfolios and posting in discussions.

Another element that is relevant to me is digital etiquette.  In a world of social media and “trolls” or “trolling”, students sometimes lose touch with what is a appropriate conduct.  Teachers needs to teach students about the conduct and procedures, in the digital world.  I also really think that digital fluency is very useful.  My goal is to help students learn about technology and how to use it.  My hope is that if they get an understanding of problem solving and how to figure out used of technology, that they can do that independently in the future.  I would teach this by using ePortfolios, from my innovation plan.

All of these elements I mentioned have on thing in common, preparing students to independently navigate the digital world independently.  It is my goal for all students to have a independent and successful post-secondary life.  By teaching these elements, I’m confident that students will be able to successfully and appropriately navigate through the digital world.


Ribble, M. (2015). Nine elements. Retrieved from:

(n.d.). Citizenship. Retrieved from

Time to Reflect

With any course, communication is key.  With an online course, I think that communication is that much more  important.  During my online course, I plan to communicate with students a variety of ways.  I will send updates and message, on my LMS.  Communication will also take place when students meet with their advisory teachers, on the assigned days.  In addition, students will be able to arrange time for assistance with me or the technology specialist.

My course will be self-paced, but still have some sort of structure.  My course will be a graduation project.  It primarily takes place in the first half of each high school students’ freshman year.  Then, by the end of each year students will need to submit their ePortfolio link.  So it won’t be like a standard ” due at the end of the week” assignment.  Each module will be open for a month.  It will fit each students’ needs for extended time and their schedule.  I’m more flexible because I understand that, in addition to the students’ needs, they have classes with assignments due.

I really like the way my course is set up now.   My plan for changing it would probably come about, after piloting it.  I think the only way to see if change is needed to to observe it, to see what does and doesn’t work.

The courses that I suggested that could be switched to online courses could be physical education and an online applications class.  I would create an online physical education class.  I know what you’re thinking.  Online gym? Yes, physical education can be online.  In my high school, there is currently a hybrid physical education course in place.  This course allows the student to do their physical activity outside of school and record the activity via Fitbit.  Then they meet once per week.  But honestly, our gym classes are two days per week.  So it just cuts off on day from the schedule?  My point exactly.  Why do the students need to meet? Some students have issues with this schedules.  A completely online course would solve this.  Students would check in, upload their Fitbit data and give a brief list of the activity they did over the course of the week.  I think that it also gets them in the routine of doing physical activity on their own.  This is a healthy habit that all individuals know they should partake in, but don’t.  Like ePortfolios, this is just another way to prepare students for the future.

Another useful online course for students would be to high school students is a technological readiness course.  It would teach the students to use technology associated with school and the workplace. There are so many students that can’t use the technology that we incorporate into the classroom.  I know, that’s a shock right? I felt the same way.  Students know how to use social media apps and anything associated with them, but that’s about it. This course would teach students to use applications such as: Google docs, Google slides, Google sheets, tips and tricks for Chromebooks, and any other useful online tools.  This would prepare students for the future, of independence, while in a supported environment.

After reviewing what Bates wrote, in chapter 12, there were a few points that resonated with me.  I really like that the focus is getting students ready for the digital age.  I agree that necessary skills and characteristics for the future include:  knowledge construction, reasoning, critical analysis, problem-solving, creative, collaborate with learning and teamwork and multi-tasking and flexibility.  All of theses skills help to form a lifelong learner.  That is my goal for my online course.



Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning (chapters 12). Retrieved from

Course Design

My course is called Introduction to ePortfolios.  My plan, for the course, is to be a graduation project for all students. This course will start their freshman year. The bulk of the course will be during their freshman year.  Throughout the sophmore until their senior year, it’ll purely be submitting their ePortfolios to their LMS.  In the beginning, I thought this course would be blended, but I realized that it would be difficult being school wide.  I decided that the course would take place online, but their advisory teachers and myself would be resources for help.   Since this will be for all students, I need to take all levels into account.  I will add a help folder, for students that need additional accommodations.  Whether it’s additional videos or speech to text apps.

Students will need access to their chromebooks, Internet, and their LMS.  Al materials will be on their LMS.  Assignments will be both individual and collaborative.  All assignments will be done individually, seeing as it’s a graduation project.  The collaboration will be done through discussions.  Students will submit their assignments via assessments on the LMS and discussion posts.  They will share their link for their ePortfolio on the discussion board as well.


Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning (Chapters 8-10). Retrieved from