Formative Assessment & Classroom Management

Chapters 7 & 8 "Preparing Teachers for a Changing World", Darling-Hammond & Bransford (Eds.). (2005)

Discussion Notes

Meta-Cognitive Assessment
Self-reflection: Very difficult for the students to do; they don't know how to give themselves criticisms before their instructor assesses them.
Videotape the students to critique their teaching.
SWIVL videotaping - camera follows them around the classroom, can be a real time feed that can be used as teaching moments

Formative Assessment
Exit Tickets - Hector uses exit tickets before recess to assess himself as a teacher and for his kids; Daniel added he has his students write at the end of the day - what did you like, learned, wished
Living Timelines
RAFTS
Menus
Cubing
Choice Boards
Think Tac Toe
See Saw - social media platform, a community builder, real time learning, Facebook for parents, real time feedback/assessment for their students, students' digital portfolio that parents can ask, videos, pictures, journals, parent can give feedback on students work, teachers post the work, parents and students can comment on, teacher is moderator of the site
"Focused efforts to improve formative assessment produced learning gains greater than on-half standard deviation, which would be .... (p.277)
Is transparent
Based on backward design
Scaffolds along ZPD's
Flexible
Double entry journal - Passage from the text, Connections I made (t-chart)
Summary star - 1) word for a title 2) words how it made you feel, 3-5, they have to complete each point of the star to know that they completed a task
Response Sheet: Summary and opinion, prediction, vocabulary that they don't know - from a particular reading - date, time, chapters or pages
KWL(S) + What I Still need to find out - this tells you where to go as a teacher
Mind Map - Students draw pictures or copy out of a magazine and make a mind map
Two stars and a wish - students pair up read the work of their partner, identify two things the author did, and one think they wish the author would have done
Individual whiteboards - students write questions, comments, hold up their boards and teachers have a temperature barometer
Kinesthetic assessment - form a circle, teacher ask a question, if students agree they step into the circle they agree, if they disagree they step outside the group, they talk to each other, form two lines and express their opinions one at a time
Living Wall - Graphic on butcher paper that class adds on to for processing and transfer of learning
Google Docs - Turn essays into ongoing documents, do instruction, begin essay, as the weeks of instruction go on, they can go back and work on it, teacher highlights areas that they need to work on, each week they focus on one concept at a time (like this week is commas, and that's the only thing that the teacher and students focus on), other students can see everyone else's work, and that works well as a model and what the end project should look like
Zone of proximal development - Assessing individuals

Classroom Management
Develop Learning Community
Plan for errors - take responsibility of your errors,
Vision - What can I actually get done in a classroom period, what is working, what is not working, make modifications
Flipped Classroom - a good classroom management tool, then focus on what the student problems are during class, makes teaching and learning more flexible
Zone of Proximal Development - partnering considerations (religious, language, ability, etc.)
Socratic Discussions: 1) first five minutes - current events; 2) 10 minutes - group work (digest readings from homework); 3) 5 minutes - whiteboard (come up to the board and give me your ideas, tell them to give you one word or one theme; 4) 25 minute - discussion of group discussions; 5) 5 minute recap (what did we learn). Elaborate the group discussions on the whiteboard to assess what the students captured, what they didn't get, assess your teaching and how you can make it better. Connect two readings about social justice in some ways. Assess with quizzes, tests, group project (picking one topic about issue you are studying) - you have two months to do the project. Then you have to write a paper about your topic.
Icebreaker: Gesture Name Game - Build community by getting to know names, being silly together, laughing, having fun, moving around - a chain game to use at the beginning of the semester.
Icebreaker: Picture bubbles - All About Me! - Draw three pictures about themselves. Share with a partner and then the partner shares with the group.
Icebreaker: About my Partner: Questions to answer that guess about your partner and you can guess silly things about their partner
Teacher monitors and participates in the icebreakers.
Needs assessment to learn about students: How do you learn best? What do you hope to learn? Is there anything that you'd like me to know about you?
Open classroom setting, moveable chairs

Backward Design
Environmental Plan Project - Learning happens throughout the course, students choose an environmental project that will improve the safety of the school, it is authentic learning, this is a class initiative, collaborative learning, they have a guideline of how the project has to be completed, students must provide evidence of the project at each step, they have to fundraise, a community based project, problem based learning

Community-Centered
Experiential, place based curriculum, inquiry-based, interesting and interactive, inquiry-based, spatial thinking, students come up with research question/hypothesis, take them out into the community, and let them explore their question - Vygotsky and Community-centeredness + technology, use google maps to tell your story, take pictures, record things, work in groups, participatory, present to the group about what the research question was about, get feedback from stakeholders (community members), write up daily reflections and feedback into their journal, they start to have a voice/agency, and are aware of issues that come up in the community. Eight hour of instruction project.

Using Wikis as a Collaboration Tool in the Classroom

Students today are collaborators. They would much rather work together and engage in conversation than sit and listen to a lecture (Johnson, 2011). Students today are also surrounded by information from the time they wake up in the morning until they go to bed at night. Sitting passively in a classroom learning about information is a contradiction to the rest of their life. Students actively interact with information through the Internet, chatting on social media networks about their likes and dislikes, and connecting with others who have the same interests in music, movies, TV shows, etc. Furthermore, today’s students are growing up in a world where problems are solved through online communities around the world rather than through individual problem solving. This world is not going to change; it will likely become only more collaborative. Therefore, as teachers we need to teach students to work collaboratively, so they will be prepared to work in highly collaborative environments of the future (Johnson, 2011).

Understanding today’s students means recognizing that they would rather work together than alone. One e-tool that facilitates this collaboration is Wikis. Wikis are collaboration tools that can be used in blended and online classrooms. With Wikis, students and teams can work together at any location, inside or outside of the classroom. By definition, Wikis are web pages that anyone who has permission can edit or change. They are a platform where users can actively participate with content. Using Wikis in the classroom is a transformative learning experience as students are in control of their learning (Prensky, 2010). Wikis are built into many LMS sites; however, other popular Wiki programs are PBworks (www.pbworks.com) and Wikispaces (www.wikispaces.com).

I use Wikis in my online classroom for group work. Groups work together on projects. I assign them tasks that they work together on online. The great thing about Wikis is that they are available to students whenever they have access to the internet. To set up class Wikis, I create group pages with instructions for each group on their Wiki page. I also put grading comments on the group Wiki in addition to the gradebook.

Wikis are powerful e-tools that give all students a voice. Part of my instructions to each group is not to delete anything from their Wiki. They can go back and cross out ideas when they are revising, but they should not delete other students’ comments. By crossing out items, they can go back later and recover information if needed. By not deleting comments, it also gives the students the message that all of their ideas are validated. Additionally, when students write their ideas, add to others ideas, or cross something out on the group Wiki, they put their name by their comment in parenthesis. This way it is easy to track who has contributed to the group project.

Wikis also encourage participatory and democratic learning. For the first group assignment, teams have to decide on the leadership structure of their Wiki, including who is the leader and what roles each team member will play. Other factors they hammer out are deciding when and how they will meet, deadlines for contributing material to their Wiki, when they will post their assignment, and how they will solve disagreements among group members. Finally, groups come up with a team name. Since my classes are Sociology, they choose a Sociologist’s name for their group names. In subsequent assignments, I always include “Teamwork Questions” where the students have to assess how they worked together as a group. These questions ask teams to reflect on their planning to get the project done on time, the structure of how they worked together, who did not participate in the assignment, and how the team has improved in working together since the first project. Students who do not participate in the group Wiki project receive a zero.

One example of a group project I give to students includes assigning readings and videos for students to analyze together. I post the pdf and video links on their group Wiki page along with the questions to answer. I ask groups to answer each question individually on the Wiki, and then on the final version, they will compile all of the best answers. Sample questions I ask about the reading and videos include main ideas, purpose, key concepts, inferences and conclusions, key questions addressed, answers to the key questions, how the article/video supports its conclusions (facts and data) and synthesizing information from both readings and videos. Lastly, there is a reflection section where each student has to connect the article/video to their personal experience and then as a group summarize the patterns of the member’s responses. Using Wikis for group projects allows students to demonstrate their knowledge in a collaborative way instead of traditional individualistic forms of assessment.

Using Wikis as a collaborative tool in the classroom supports a personalized and relevant learning environment. Wikis help students make sense of the information-rich world in which they live. 21st-century students are very adept at finding information on the web; however, they do not always know what to do with the information that they find. As teachers, we need to guide students in learning how to evaluate, analyze, and organize the wealth of information that they have access to. Nearly all students have access to Google and are constantly surrounded by information, but dissecting and connecting information into meaningful learning is a goal of 21st-century learning (Tapscott, 2009).

Johnson, S. (2011). Digital tools for teaching: 30 e-tools for collaborating, creating, and

publishing across the curriculum. Gainesville, FL: Maupin House Publishing, Inc.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA:

Corwin.

Tapscott, D. (2009). Grown up digital: How the net generation is changing the world. New

York, NY: McGraw-Hill.

Teaching New Century Students

Many of today’s New Century students are at risk of being socially excluded in educational settings (Hardaker, Dockery & Sabki, 2010). Therefore, to realize equality in pedagogy, educators should strive for a middle ground by making learning relevant. Moreover, learning should be inclusive and not discriminate against socio-cultural contexts. Expanding upon Hardaker et al. (2010) concept of equity in pedagogy, Ryoo, Margolis, Lee, Sandoval, & Goode (2013) address equity specifically regarding Computer Science (CS) curriculum. Ryoo et al. (2013) argue that engaging students is primary. To engage students, curriculum needs to be relevant and build upon students’ interests. In a similar vein, Prensky (2010) calls upon teachers always to be real, not just relevant, by teaching to students’ passions and helping them to make real-world connections. What students’ know and are interested in should be valued as a classroom resource. Further, Ladson-Billings (2013) discusses the digital divide that has ensued from an educational debt to our nation’s minorities. This digital divide is a result of historical, economic, socio-political, and moral elements of inequality that have shaped the history of our country and left minority students behind. Ladson-Billings (2013) argues that this educational debt is a shared responsibility that we must all take on and offer pragmatic solutions to overcome. All too often, the opposite is true by addressing inequality with superficial, Band-Aid solutions. Johnson (2011) addresses the digital divide by providing practical digital tools for teaching New Century students.

New Century students comprise a diversity of learners. To support this diversity in our student population, pedagogy needs to be fair, culturally responsive, equitable, and relevant. Further, learning tools for New Century learners are rapidly changing. Johnson (2010) explains this transformation in his introduction as traditional chalkboards becoming interactive, pens and pencils giving way to computers and mobile technology, news and information now coming from internet sites and blogs. Furthermore, publishing is something that is done online, and anyone can do. Today, most New Century learners own mobile devices. They are heavily engaged with digital tools, learning both inside and outside of the classroom walls, and eager to innovate and create. New Century students are preparing themselves for jobs that are not yet created. That being said, digital tools provide personalized, relevant instruction that helps learners make sense of the information-rich world they live in.

Discussion boards are an example of an equitable learning environment. Ryoo et al. (2013) also discuss that pedagogy should be culturally relevant and equity-oriented. They further state that to ensure equitable, culturally relevant pedagogy, teachers should value what students already know as a classroom resource. This involves taking into account students’ diversity of life stories, cultural backgrounds and native languages. Discussion boards are a technology that values what students know and are a resource for other students. Moreover, Ladson-Billings (2013) suggests that we need to understand and share the responsibility for the causes of inequity and offer pragmatic solutions to these problems. Discussion boards fit well towards this end as both teachers and students learn from each other. The teacher can facilitate student discussions to share their unique perspectives on inequity and come up with practical solutions and understanding of root causes of issues.

Yet, while technology is held up as the “way” of teaching New Century students, in actuality it is not living up to its promise. The problem remains that what exists in this country is a digital divide. Technology is not available for all. However, Prensky (2010) argues that unequal access is OK given that all students have access to a minimum. The minimum is for each student to have a networked personal computer plus a cell phone. If this does not exist today, it will exist tomorrow. By preparing for the future, teachers need always to think in terms of what if their students had access to the minimum level of technology.

Also included in the digital divide is a ‘homework gap.’ Low-income students are at a disadvantage due to lack of online access to do their homework. Horrigan (2015) found that most homes with school-aged children (29 million) in the U.S. have broadband access. However, five million households with school-aged children do not have high-speed internet service. That equates to roughly 1/3 of K-12 students who do not have internet access at home. These five million homes are disproportionately made up of Black, Hispanic, and Native American families (Horrigan, 2015).

Therefore, technology is a paradox. While digital tools have helped teachers teach better, it also poses challenges for both teachers and students regarding the essential ingredient needed to use technology: high-speed internet. Further, technology is divisive. The role of technology in school districts is divided between wealthy school districts and poor school districts, among teachers who are comfortable with technology and those who are not, rural and urban communities, low-achieving and high-achieving students, and students who have broadband at home and those that do not. These disparities impair student learning (Purcell et al., 2013).

While Prensky (2010) makes a compelling argument for not holding back in regards to technology, the matter is that the digital divide is very real and is holding back many New Century students. What I see lacking in Prensky’s (2010) framework is that students may have the minimum level of technology (laptops and mobile phones), but lack access to high-speed internet. I see this in my online classroom. While the university I teach for provides laptops to all of their students, Wi-Fi access is a continual problem. Many students have to do their classwork in libraries, coffee houses, and fast food restaurants due to no internet or limited bandwidth at home. Using technology outside of the home is difficult to coordinate with full-time work schedules and taking care of families, in which many are single-family households.

Thus, the digital divide is troubling. As all of the authors in Unit 1 and Unit 2 readings advocate, teachers need to take full advantage of all available technology and not hold back due to unequal access. This means that teachers are assigning homework that requires the use of Internet resources. In fact, today 7 in 10 teachers assign homework that requires Internet access (Horrigan, 2015). New Century students may be connected to the web in the classroom, but when they go home at night, completing their homework is difficult (Horrigan, 2015).

The digital divide has prompted action by the U.S. government. The F.C.C. has extended its phone subsidy program, entitled ‘Lifeline,’ to include subsidies for internet services in low-income homes.  The expanded program is called ConnectED. This initiative plans to connect 99% of U.S. students to high-speed internet in their classrooms by 2018. ConnectED is one effort that will help to bridge the digital divide by helping our low-income students look for jobs and do their homework. While this initiative is progress, there is still a long way to go to bridge the divide in our nation’s poorest neighborhoods and most rural communities (Council of Economic Advisers Issues Brief, 2015).

Broadband internet is no longer considered a luxury. Broadband is a necessity to find a job and get an education. While most students today have cell phones with data plans, using the internet on their mobile phones to complete their homework eats up their data. In considering socio-cultural and social responsibility factors of the digital divide, we have to be pragmatic and tackle the matter of equality in access to broadband. The gap is widening between the haves and have-nots among New Century students, and as Ladson-Billings (2013) calls for, we must take social responsibility for this digital divide and come up with pragmatic solutions so that all students, teachers, communities, and school districts become equal. Applying more Band-Aid solutions will only widen the digital divide and hurt the future of our nation, as we will fail to prepare the next generation of our workforce.

References
Council of Economic Advisers. (2015, July). Mapping the digital divide (Issue Brief). Retrieved from https://www.whitehouse.gov/sites/default/files/wh_digital_divide_issue_brief.pdf

Hardaker, G., Dockery, R., & Sabki, A. A. (2010). Cognitive learning styles and digital equity: Searching for the middle way. International Journal of Inclusive Education, 14, 777–794. doi: 10.1080/13603110802680786

Horrigan, J. B. (2015). The numbers behind the broadband ‘homework gap.’ Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/04/20/the-numbers-behind-the-broadband-homework-gap/

Johnson, S. (2011). Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Gainesville, FL: Maupin House Pub.

Lecture-colloquium, T. C. H. T., & Ladson-Billings, G. (2013). “Stakes is high”: Educating new century students. The Journal of Negro Education, 82(2), 105–110.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.

Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Pew Research Center. Retrieved from http://www. pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/

Ryoo, J. J., Margolis, J., Lee, C. H., Sandoval, C. D. M., & Goode, J. (2013). Democratizing computer science knowledge: Transforming the face of computer science through public high school education. Learning, Media and Technology, 38(2), 161–181. doi: 10.1080/ 17439884.2013.756514

Liberatory Technology

One of my goals as an educator is to design curriculum and teach using technology in liberatory ways aiming toward the goal of achieving social justice in education. I have learned valuable techniques to integrate liberating technology into the curriculum from this week’s and previous week’s readings, as well as from other classes that I have taken. I would like to integrate all that I have learned in various readings and videos here in this post to consolidate my thoughts and use this document as a future tool. Ergo, I hope this synthesis is helpful for you too, my readers.

Digital Portfolios - Students can create digital portfolios of all of their work throughout the year. The easiest place to house this portfolio is a blog. Formative assessments can be used to grade the participatory learning activities with the different digital tools that the students are required to use and create projects with. Their portfolios will demonstrate what they have learned, and the teacher can assess them with a rubric for each activity or project (Pacansky-Brock, 2013).

Multimedia / Web-based Tools - In classroom learning, students should be able to access information in multiple formats – videos, articles, audio, images, etc. at the beginning of learning new content. After absorbing the material, they comment on this multimedia information in blog posts, on Twitter, Facebook, or if an article is online, such as The New York Times, the students can post a comment in the comment section. Alternatively, students can present information they have learned from the multimedia in slides on the application VoiceThread and leave audio comments about slides that have been posted. Additionally, students can collaboratively prepare Google presentations on the multimedia information they have accessed. Not only do they make their own comments regarding the information accessed, but they also respond to peer and instructor posts. The commenting process becomes a feedback loop from individual student, to peer, to instructor, and looping back again.

Blogs - As mentioned above, blogs are an ideal place where digital portfolios can be housed. A blog is a website that houses postings in written, audio, and video format and is collected in order of date. These postings can be from one person or from anyone who has permission to post, such as a class. Comments and feedback can be left on the blog for the author (Prensky, 2010). Learning activities that can be done on a blog are numerous. Blog posts for class activities and projects can include: writing, pictures of things that students have done or worked on, videos, or voice recordings. Essentially, the blog reflects everything that the student has learned over the entire school year. The value of the blog is that it is a digital record and will always remain online. If teachers and students go back and look at their portfolio from previous years, they will be able to compare the past years to the present to assess progress (Cassidy, 2013). Several specific learning activities can be implemented with blogs:

◦     Profiles - Writing profiles of historic individuals in the field related to the unit of study.

◦     Fables - Writing animal fables that lead to a one-sentence moral matching the concept that the class is currently studying.

◦     Media collection - In groups, students collect news clippings, videos, and pictures of the concept being learned, put them into their blogs and comment on the postings.

◦     Electronic role-plays - Students write diary-type entries role-playing a character related to the content (Silberman, 1996; Morrison-Shetler & Marwitz, 2001).

Facebook - In addition to the web-based tools discussed above, social media tools can also be used for learning and assessment. The first social media tool that I will discuss is using Facebook as a learning tool. Facebook is a social networking tool that has multiple learning applications.

◦     Group pages - The teacher can create a Facebook group for the class that is private and invite only. The Facebook wall of this group can be used as a class discussion board. When students make comments and replies, they will be notified on their homepage.

◦     Communication tool - Facebook is also a good tool for communicating with students quickly. If a teacher or student posts to Facebook, the message will reach students faster than an email since most students check their Facebook regularly (Silberman, 1996; Morrison-Shetler & Marwitz, 2001).

◦     Character pages - Facebook accounts can be created for fictional and historical characters, writers, inventors, scientists, etc., and students maintain these character pages by making comments and replying in the voice of the character (Prensky, 2010).

Twitter - Twitter is another tool that can be used in the classroom. Twitter is a combination of texting and social networking. It is able to receive continuously updated brief messages. Twitter has a limit of 140 characters so writing Twitter messages is an exercise in writing concisely. You can follow and receive messages from all of the people you follow on Twitter (Prensky, 2010). The following learning activities can be used with Twitter:

◦         Reports from the field - By teaching students to be activists, students can use their smart phones to record their perceptions, observations, or while witnessing an event or visiting a location that is related to the content the class is studying. Using Twitter in this manner captures honest and spontaneous reactions.

◦         Backchannels - Twitter can also be used as backchannels in large classes. Twitter can quickly become a group discussion by using hashtags. Additionally, when students miss class, they can catch up on what they missed by sending a tweet to their fellow students.

◦         Instant communication – Teachers can send out messages that will be seen immediately, for those times that quick contact with students is needed.

◦         Class groups - Groups can be created for specific classes. Along with sharing information, Twitter is also a community-building tool that creates inclusiveness and belonging.

◦         Group summaries - Twitter is also good for student summaries. In designated small groups, one student is the leader for “tweets”; this student posts the top five important concepts that the group discussed from each group session to Twitter, in separate postings. Other students follow the feed and comment to add discussion, agreements, and disagreements.

◦         Group communication – Student groups are able to communicate with each other. Twitter conversations among student groups can be a powerful brainstorming tool as it is happening away from the classroom and since Twitter is considered “cool.”

◦         Polls - Polls can be created and posted on Twitter to gather student interests, attitudes, information, and guesses.

◦         Information gathering - The teacher and students can post interesting news stories, and other websites can be linked to Twitter (Silberman, 1996; Morrison-Shetler & Marwitz, 2001).

◦         Televised tweets - The teacher can place a television monitor in the classroom to collect and highlight tweets from the students (Pacansky-Brock, 2013).

◦         A connecting tool - Twitter can also be used to connect with other classrooms around the world. Students can learn about what each other are doing, if it is the same or different, learn from each other, and tweet questions about the places they live. Connecting with others in this way expands students’ worldview and develops an empathy they would not otherwise have had (Cassidy, 2013).

YouTube - Additionally, YouTube is an excellent tool for housing and accessing short videos. There are a number of good sites to access videos, such as TeacherTube, TED Talks, School Tube, Big Think, and others. However, YouTube stands apart from all of these sites as being the most important go-to site for watching and uploading videos. YouTube is an excellent tool as it has two-way communication capabilities where viewers can respond to videos either in text or with their own videos. Students should be encouraged to find all the videos related to the concept being studied, evaluate the videos, and respond with their own comments and new videos of their own (Prensky, 2010). Activities that can be done in the classroom using YouTube are numerous.

◦     Video demonstrations - Students can record video demonstrations related to the topic the class is studying and post it to YouTube.

◦     Portfolio tool - Student projects, presentations, or speeches can be recorded on video instead of the traditional tools like PowerPoint and uploaded to YouTube for the class to view.

◦     Movie clips - Movie clips can be shown to illustrate a point and begin conversations.

◦     Embedded links - YouTube videos can be embedded into PowerPoint, and presentations with multimedia can be given anywhere there is internet access.

◦     Interactive video quizzes - Teachers can create interactive video quizzes using text boxes and link questions to other uploaded videos. In this way, instructors can create multiple choice tests that lead to differentiated video reactions, depending on the way that the student answers the question.

◦     Class account - The teacher can create a class YouTube account and give the password to everyone in the class so that students can upload their videos to the same place (Silberman, 1996; Morrison-Shetler & Marwitz, 2001).

Wikis - Finally, Wikis are another social media tool that teachers can use to enhance learning in the classroom. Wikis are simple web pages that whoever has permission can edit and change. Wikis are collaborative tools that are easy to set up and have many learning potentials (Prensky, 2010). There are various ways to use Wikis in a classroom:

◦     Group projects - As an alternative to emailing documents and PowerPoints back and forth, students can collaborate in real time with a Wiki.

◦     Share files - The teacher can set up a class Wiki to share lecture notes for students who miss class, which also is a powerful tool for studying, and they help students see content from different perspectives (Silberman, 1996; Morrison-Shetler & Marwitz, 2001).

Participatory styles of learning are mediums and strategies for representing knowledge. This method of teaching/learning with emerging technology and web-based tools speaks to me as an educator as it is innovative, disruptive, and liberatory. This learning method empowers students to learn about real-world scenarios and to make a difference in the world by fully participating in democratic society through the use of social media tools. Teaching through the medium of social media and other web-based tools gives students a voice and agency. Students learn how their participation in social media can contribute to changes in the world versus the typical status update that students (and adults) today tend to use social media for, such as “Sitting in the Wal-Mart parking lot.”

References

Cassidy, K. [TVO Parents]. (2013, May 21). Using social media in the classroom [Video file]. Retrieved from https://youtu.be/riZStaz8Rno

Morrison-Shetler, A., and Marwitz, M. (2001). Teaching creatively: Ideas in action. Eden Prairie: Outernet.

Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.