Bernie the St. Benard's Techy World

Artifact 2 The second artifact I chose was my collaborative Google Sites project. I am a big fan of Google Sites and using the resource in a manner that incorporates collaboration, creativity and higher-order thinking skills. For this project, students are placed into reading groups for the graphic novel Fahrenheit 451 . I spend a small amount of time reviewing how to use the technology because by the time I get to this unit students have used Google Sites for several assignments and are fairly skilled with the tool. Below is the assignment task analysis: Assignment Task Analysis 10th Grade : In the groups you have been placed in by Mr. Riddle, create a collaborative Google site. 1. Page 1 include a picture and all group members’ names. 2. Page 2 include definition/explanation of theme and include at least one picture. 3. Page 3 include an embedded or linked Google Doc that has the three themes your group identified, page number, quotation and explanation. Include at least

Artifact 1 The first artifact I chose was the rubric created to determine whether or not an online resource, application or tool is effective and worth using in the classroom. Before creating this rubric I approached all digital resources the same way; I just gave the resource the 'eye' test. You know the one where you look at it exceedingly quick and either immediately start incorporating it into a lesson or looking for another tool, because, well, who has the time right? After I created this rubric I realized that what I specifically find important in an online resource cannot be evaluated with the 'eye' test; rather, it needs to be given some serious consideration. I had to think and rethink and then think some more about the aspects of an online resource that I found most important. I had a general idea of things I liked to see in a resource, but I never fully considered which components were most important. I finally narrowed my categories down to include:

Is Online Learning Worth It??? It appears that the trend in education is technology, technology, and more technology. This shift, at first, seemed to be gradual and then all of the sudden, the shift went into hyper-speed with the advent of Chromebooks, applications, software and the ability to be in a constant state of connection thanks to the internet. I have always wondered about the benefits of technology in somewhat of a practical way. Is technology just another way of doing more of the same? Are we actually learning more or making learning easier? My opinion is that if technology is used appropriately in a balanced classroom with collaborative work, independent work in addition to high rigor and expectations, technology enables students to learn more at a more efficient rate with individual learner needs being met. I decided to do a bit of research to compare online learning versus traditional learning. I came across a study from the University of Potomac. The study was comple

I enjoyed this class and feel like I've learned about lots of new tools and resources available. I don't feel that there were any specific articles that stuck out to me, but the copyright infringement issue was a big takeaway for me. I never thought much about using articles, pictures and videos in my presentations before, but now that I know I am an internet stealing stuff criminal, I know to look for content that I can use in class worry-free. Participating in discussion groups during our class sessions was a good experience. I think sometimes we teachers as a whole feel like we are behind what everyone else is doing. Having the discussions in class alleviated some of these feelings. I'm not saying that the people in class are behind the tech-curve, but I do feel like we are all in at about the same place. Connected learner. I have grown insomuch as I know what a connected learner is, but I would say that I still have a way to go to be a truly connected learner. I typical

Considering technology integration models, I am most familiar with SAMR. Up until this week I had never heard of the RAT model nor the TPACK framework. After reading the article Teaching Effectively with Technology from Micool Online, I became more familiar with the RAT model and how in my opinion it is quite similar to the SAMR model. Both models are excellent, but I like the simplified version of the RAT model. In terms of the SAMR model it took me considerable time to move beyond the substitution level. At this point I feel confident that I am instructing mainly within the Modification level and at times reaching the Redefinition level. With the advent of so many great technologies including G Suites, Verso, Newsela and many more, it is easier for teachers to instruct within and maintain at the Redfinition level. In comparing the SAMR model to the RAT model, the Redefinition level (SAMR) appears to correspond to the Transformation level (RAT). I like the description of the Transfor

This is my Second Artifact. My second artifact was the multimedia project. This project was created with Google slides. I have used this resource many times before, but I had never used the hyperlink feature; for some reason I find this feature to be very appealing and professional looking. I connected the multimedia project to my Shakespeare Macbeth Google site (collaborative project). Both of the artifacts focus on the play Macbeth, but the Google slides has an emphasis on Shakespeare's 5 act story arc. I would use the Google slide presentation first to develop some basic background knowledge of William Shakespeare and then the rest of the presentation would be a lesson in the 5 act story arc Shakespeare uses in his plays. The story arc consists of the basic components of exposition, rising action, climax, falling action and resolution so most of this should be review (hopefully). The purpose would be for students to be aware of each of these arcs and how Shakespeare cra

This is my  First Artifact. SHAKESPEARE'S MACBETH I teach sophomore English 2 at Naperville North High School and one of our units is Macbeth. I created a Google site that provides information on the play Macbeth. The first page has images of Shakespeare and the play. I also included some information on themes as the main focus of the unit is to discover the many themes in Macbeth and how Shakespeare crafts these themes. At the bottom of the first page there is a Google document which allows students to collaborate when identifying themes. At the end of the page is a short video discussing themes (contains spoilers). The second page of my Macbeth site has information about Shakespeare. There is a video and an article that provides some insight to the life of Shakespeare. I also included a collaborative piece in a Google document. After students have read the article and watched the video, they collaborate on what they've learned and what they still have question

My name is Jason E Riddle and I currently teach English 2 at Naperville North High School as a special education teacher. Three of the English classes are co-taught and 2 are instructional. This is my sixth year at Naperville North and I really enjoy what I do; with the exception of all of the documents...IEPs, goal updates and of course grading! I don't dislike this portion of my job, just do not really enjoy it like the other aspects. Fun fact: this is going to be my 20th year of teaching. Guess I'm locked in. In the classroom, I try to incorporate as much technology as possible without being excessive. There is still a place for old fashion teaching from time to time. One of the issues with technology, and I would say that it is a good issue, is that there is so much to use that it can become overwhelming. It seems as soon as I become comfortable with one tool, another comes along and takes over. The cycle is relentless. Another issue with technology is students becoming res