Standard 3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
Artifact: Communication & collaboration
Reflection:
Communication and collaboration have always been a strong part of my teaching career. I have always utilized technology in my classrooms, and from the start, the communication and collaboration tool Class Dojo was a program I used every school year. This was something introduced during open house to my students and parents and I always had parental involvement with Class Dojo. I also have a professional network Twitter account. This helps me stay connected to my peers, the larger community, and globally.
Although I have a website that the fifth-grade teachers share, this site shares information about upcoming topics taught, assessments, and what is going on school-wide. The Class Dojo part shares positive behaviors observed in class, a message part that keeps parents in constant communication with me if needed, and a place where students can show off their work. This is how I communicate and collaborate with my students and parents. To communicate and collaborate with my peers, the larger community, and globally, I use my professional networking profile on Twitter. I share ideas and share pictures of classroom activities while gaining knowledge from others in the Twitter community post.
One thing I learned from this artifact is that parents often look at the Class Dojo site more than our fifth-grade website. I would post the same information on my Class Dojo page and parents would check that often. However, I did explain to parents that our fifth-grade website had more information than what I update on Class Dojo. One thing I learned was how other teachers use Class dojo. Information from parents who did not want to use Class Dojo was because of the negative behaviors that would be reported daily. I am a positive person, and most of my behaviors and comments are positive, and parents were not use to that. Once I gained their trust, the tool became easy for all students and parents to utilize.
The artifacts presented impact school improvement because of the communication presented to students, parents, and the community. Class Dojo presents parents with behaviors, information, and pictures/videos of what students work on throughout the day. Students, parents, and teachers are able to communicate information through the application. My Twitter feed improves my understanding of new concepts and research presented in the educational field. This artifact can be assessed by viewing Twitter feed and view Tweets and likes. You can also assess this artifact by viewing discussions with parents on Class Dojo. You can also survey the parents on the impact of these technologies through Microsoft Forms or Survey Monkey.
Communication and collaboration have always been a strong part of my teaching career. I have always utilized technology in my classrooms, and from the start, the communication and collaboration tool Class Dojo was a program I used every school year. This was something introduced during open house to my students and parents and I always had parental involvement with Class Dojo. I also have a professional network Twitter account. This helps me stay connected to my peers, the larger community, and globally.
Although I have a website that the fifth-grade teachers share, this site shares information about upcoming topics taught, assessments, and what is going on school-wide. The Class Dojo part shares positive behaviors observed in class, a message part that keeps parents in constant communication with me if needed, and a place where students can show off their work. This is how I communicate and collaborate with my students and parents. To communicate and collaborate with my peers, the larger community, and globally, I use my professional networking profile on Twitter. I share ideas and share pictures of classroom activities while gaining knowledge from others in the Twitter community post.
One thing I learned from this artifact is that parents often look at the Class Dojo site more than our fifth-grade website. I would post the same information on my Class Dojo page and parents would check that often. However, I did explain to parents that our fifth-grade website had more information than what I update on Class Dojo. One thing I learned was how other teachers use Class dojo. Information from parents who did not want to use Class Dojo was because of the negative behaviors that would be reported daily. I am a positive person, and most of my behaviors and comments are positive, and parents were not use to that. Once I gained their trust, the tool became easy for all students and parents to utilize.
The artifacts presented impact school improvement because of the communication presented to students, parents, and the community. Class Dojo presents parents with behaviors, information, and pictures/videos of what students work on throughout the day. Students, parents, and teachers are able to communicate information through the application. My Twitter feed improves my understanding of new concepts and research presented in the educational field. This artifact can be assessed by viewing Twitter feed and view Tweets and likes. You can also assess this artifact by viewing discussions with parents on Class Dojo. You can also survey the parents on the impact of these technologies through Microsoft Forms or Survey Monkey.