Standard 3.6 Selecting and Evaluating Digital Tools & Resources
Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f)
Artifact: emerging technology presentation
Reflection:
Our school was looking for a way to manage students’ behaviors as well as communicate effectively with parents. Having used Class Dojo in the past, I felt like this would be a perfect fit. Class Dojo can do much more than monitor behavior and communicate with parents, which is why I wanted to make our school is aware of its capabilities. The artifact created is a PowerPoint presentation stating why our school needs to use Class Dojo school-wide. My contribution to this artifact was the creation of the presentation and presenting it to your leadership team.
With the technology team at Poole Elementary, we collaborated together to evaluate several different Web 2.0 tools and selected Class Dojo as a tool all of our school can use to communicate effectively with parents and address positive and negative behaviors. The other two applications we explored was Bloomz and Class Charts. The technology team agreed that Class Dojo had everything we were looking for in a program that will support student growth and communicate with parents. At the time, Class Dojo added a portfolio for students so they can post pictures of their work and parents are able to see what was done in class. The school was in the early stages of becoming a positive behavior intervention and support (PBIS) school, and Class Dojo would assist teachers in being positive.
One thing I learned about this artifact is the number of schools that use Class Dojo. It is a popular application among teachers all across the world. I also learned that many teachers did not want to use Class Dojo at first, but quickly realized the importance of the resource and quickly became fluent users. Next time, I would have presented the information to the staff at a staff meeting and not just to the leadership team. The leadership team asked the technology team to present the information to them, but the staff should have been included in the presentation. This way we would have buy-in from the staff and not just the leadership time at first.
The artifact presented impacted student learning, faculty development, and school improvement. Through Class Dojo’s portfolio section, students are able to post work so parents are able to see what is taking place with their child’s work. The faculty is learning a new tool that will assist them in the behavior management of their classroom, as well as a way to keep them positive throughout the school day. It meets the school improvement goals because we are introducing PBIS to our staff and Class Dojo can help teachers give positive feedback to their students throughout the day. This artifact would be assessed by reviewing the teacher’s feedback by administrators to see how teachers and parents are communicating.
Our school was looking for a way to manage students’ behaviors as well as communicate effectively with parents. Having used Class Dojo in the past, I felt like this would be a perfect fit. Class Dojo can do much more than monitor behavior and communicate with parents, which is why I wanted to make our school is aware of its capabilities. The artifact created is a PowerPoint presentation stating why our school needs to use Class Dojo school-wide. My contribution to this artifact was the creation of the presentation and presenting it to your leadership team.
With the technology team at Poole Elementary, we collaborated together to evaluate several different Web 2.0 tools and selected Class Dojo as a tool all of our school can use to communicate effectively with parents and address positive and negative behaviors. The other two applications we explored was Bloomz and Class Charts. The technology team agreed that Class Dojo had everything we were looking for in a program that will support student growth and communicate with parents. At the time, Class Dojo added a portfolio for students so they can post pictures of their work and parents are able to see what was done in class. The school was in the early stages of becoming a positive behavior intervention and support (PBIS) school, and Class Dojo would assist teachers in being positive.
One thing I learned about this artifact is the number of schools that use Class Dojo. It is a popular application among teachers all across the world. I also learned that many teachers did not want to use Class Dojo at first, but quickly realized the importance of the resource and quickly became fluent users. Next time, I would have presented the information to the staff at a staff meeting and not just to the leadership team. The leadership team asked the technology team to present the information to them, but the staff should have been included in the presentation. This way we would have buy-in from the staff and not just the leadership time at first.
The artifact presented impacted student learning, faculty development, and school improvement. Through Class Dojo’s portfolio section, students are able to post work so parents are able to see what is taking place with their child’s work. The faculty is learning a new tool that will assist them in the behavior management of their classroom, as well as a way to keep them positive throughout the school day. It meets the school improvement goals because we are introducing PBIS to our staff and Class Dojo can help teachers give positive feedback to their students throughout the day. This artifact would be assessed by reviewing the teacher’s feedback by administrators to see how teachers and parents are communicating.