Sunday, December 22, 2013

Sarah Duffy 20% Project Reflection

Sarah Chelgren Duffy
20% Project Blog Post

For my 20% Project, I decided to focus on Creative Credit and Copyright as it applies to our music class.  This comes up in class from time to time throughout the year, but the bulk of our discussions about copyright come up in the spring as we are preparing for our spring concert.  This is a themed concert and we do a lot of pop music, which inevitably leads to a lot of thorny copyright issues such as projecting images from a movie behind us as we play the music, having people dress up as characters from the movie, posting videos online, or selling DVDs of our concert.

I don't want to spend a great deal of time on these lessons with my students, but I do want to get beyond just saying, ¨we can't do that¨, when copyright issues come up.  I want them to understand why we can’t do certain things because of how they apply to copyright law.  

As a music educator, I deal with copyright issues on a daily basis.  From photocopies of printed music to online recordings to selling DVDs of our concerts, potential issues abound.  The reaction of many (most??) music educators when they hear the word “copyright” is to turn (run?) the other way.  The feeling is that we can’t be in violation of the law if we don’t know the law, so why bother to learn about it?  It will only get us in trouble.  Many of us hide behind what we think is “Fair Use”, when in fact what we are doing many times is not fair use.  I admit that I tread slowly and carefully into this topic because ignorance is indeed bliss!  However, it is important that I do my best to model responsible Digital Citizenship in this area.

Common Sense Media has a great lesson about copyright and respecting the creative work of others:  My plan is to change the Mad Men advertising exercise from one about images to one about music.  This lesson will open the door to some basic understandings about fair use, creative commons, public domain, patents, trademarks, and copyright.  There are also some great stories about cease-and-desist orders related to various bands or the use of songs in campaigns, etc., that will be interesting to include in the discussion (Silverspun Pickups to Mitt Romney, Olympic Committee to the local band Olympic Hopefuls, Disney to the Anoka High School marching band, the band Heart to Sarah Palin, Bruce Springsteen and the use of “Born in the USA”, etc. etc.).

I will also share the key bullet points related to music education and copyright, as found in these articles from Nafme, our national music education organization:

One of the articles that I found most interesting was about what can happen when families record our concerts and post them on YouTube.  Without permission of the publishers and everyone in the video, this is a violation of copyright law and the school can be held responsible for the actions of the parent.  This is just one example of why it is so important to educate our students and their families on responsible digital citizenship.

Teachers are reluctant to discuss issues of copyright, but I plan to ask some questions in the Facebook orchestra teacher group and on Twitter about what other people do with some of these issues.  I’m curious to know what others have experienced when they have gone through the process of securing mechanical licenses.  I am hoping that people will be willing to share and discuss.  Both Twitter and the Facebook group are great resources, but there aren’t too many posts about copyright issues currently.

I spent a lot of time trying to track down relevant articles and blog posts.  It was a little tricky but the Nafme resources were great.  I enjoyed the open-endedness of this assignment but I think a few check-in posts along the way might have been helpful to get us all organized.  It was really helpful to do that for our PLN assignment and it offered a chance for Mike to offer some ideas, which was very valuable.  It would have been nice to have that same experience with this project.  I spent a lot of time doing Google searches, reading articles, and looking through the lessons on Common Sense Media for this project.  I also did my best to find posts on Twitter and Facebook, but as I mentioned there wasn’t a lot there.  I enjoyed researching this topic and I look forward to presenting this material to my students later this school year.

Friday, December 20, 2013

Sherry Klehr 20% Project for the Collaborating with Community Course

      To model Digital Citizenship and Responsibility I spent way too much time looking.  After previewing the tech cohort resources, I really "branched out" and "googled it".  I searched for"digital citizenship for middle schoolers" which brought me to many of the same sites which were given to our cohort as resources.

     I bookmarked many sites, watched lots of videos, and thought I had it done when I ran across the short video clip I chose.  It seemed really appropriate for 6th graders, even a little edgy perhaps, but very realistic. I've always been a little "creeped out" about posting photos to Facebook and on phones not only for myself, but for my children who are 17 and 19.  They were in grade school and middle school when these social media avenues erupted, and I don't believe there was a full understanding of consequences as they waded into the abyss.

     If I were to teach digital responsibility to my sixth graders, I believe this resource would be appropriate.  After the holidays, I suspect a few more students will come back to school with a "phone" of some sort, so it may be a great time to re-visit online photo posting safety.

     When students return from their holiday break, we would talk about what we already know about posting photos and videos and what questions we still may have.  We may choose to take notes on a KWL chart.
After showing the following video, I would ask students to complete the L column of the KWL chart.  I'm sure a discussion and many more questions would arise.

     My own questions involve the nature of Twitter photos, Instagram, and Vines.

     I believe that the open-ended nature of this assignment was essentially good for me, but I would have completed it more efficiently if I had more guidance.  I searched and played more with the websites, in addition to asking questions of others.  I also came to a belief with myself that I was not going to put time into something I wouldn't use right away in the classroom.

     After reading a few posts before I submit this, I've noticed I'm not the only one who gets lost on Twitter, or wandering the internet, hopping from link to link.  It's CRAZY!!! and not good for my older brain to be challenged this way to stay on track.  This is definitely one more time and place to assert self-control.

Andy Richter 20% Project: Teaching Digital Citizenship in Band

Andy Richter 20% Project:  Teaching Digital Citizenship in Band

After reviewing the Digital Citizenship resources, I decided that teaching my students about digital citizenship was an extension of the citizenship I teach to, and model for my students on a daily basis.  With the growing use of technology to enhance education, it seems natural to embed teaching and modeling digital citizenship through the SmartMusic Assignments, Google Doc assignments, Concert Reflection Blogs, Band Website, Band Twitter Account, Band Facebook Page, Live Streaming Concerts, and any future band activity/assignment that involves technology.

Teaching Internet Safety

We use a program called SmartMusic in band.  It is an amazing tool that has the ability to assess students playing their music.  Students can learn a lot from listening to themselves and analyzing the results from SmartMusic.  I can listen to their assignments from anywhere and anytime and give them constructive feedback as well.  The computers in our practice rooms have the SmartMusic software installed on it and students can use it at anytime.  In order to use the computer, however, students must log in to their account.  Oftentimes, students forget to logout of their account when they leave.  We teach students they are at risk of someone stealing private information from them when they forget to logout.  

Relationship and Communication

The band is a community of people that spend a lot of time together and build lasting friendships through amazing and emotional experiences.  We also often have time sensitive information that needs to be shared with a lot of people.  For relationship, we have created a Band Twitter account and a Band Facebook page.

It is through these social media venues that we can celebrate accomplishments, photos from events or trips, and give our followers quick updates on upcoming concerts and the “goings on” in the Edina Band Program.  We also have a Ustream account that allows us to live stream concerts.  Our Winter Jubilee concert reached people in California, Colorado, and Wisconsin.  I make a conscious effort to model Digital Citizenship that is above reproach in these areas.

For Communication, we primarily use email to contact our students and families.  Every Sunday, we send out a Band-O-Gram that outlines the events and needs for the upcoming week.  Here we try to be very organized and thoughtful about how we present the information.  Our Edinabands webpage is another communication tool, although it is communicating more about the program in general.  Both the Band-O-Gram and the website are areas where Digital Citizenship is modeled for our students.


Because we have many bandies who follow our Twitter account, I have the ability to follow their cyber activity.  I noticed, one time, that an account was set-up with a bandie’s profile and there were some things written in the account description that seemed mean.  The people that were followers of this account were also bandies.  I decided to talk with one of the followers in particular to get more information about it.  I said that regardless of the intent of this account, I perceive it to be disrespectful and borderline cyberbullying.  I continued to say that it would be a shame for the creator and any followers of this account to face the consequences linked with cyberbullying.  The student I talked to agreed that I had a good point and didn’t realize how it might look to someone else.  The student responded by talking with the creator of the account and it was removed moments later.

Self Image, Identity, Digital Footprint & Reputation

As I read students’ posts, many are demonstrating good digital citizenship, but I have been surprised to see what some students are willing to say in cyberspace.  I have had individual conversations with students who have posted inappropriate things.  My message to them is that they need to be careful because what they write doesn't go away and it damages their digital footprint.  I share a story about when I was on an interviewing committee that discovered an incriminating picture of one of the candidates on Facebook.  That person was removed from the pool of candidates and wasn't even considered for the position because of that one instance.  

I have an assignment that involves student’s reflecting on their most recent performance, commenting on what they feel they contributed the most and what they think they can improve for the next concert.  They then describe how they will achieve that goal before the next concert.  Then, they are to read each other’s comments and give positive feedback as well as offer suggestions of best practices in regards to the student’s goal for the next concert.  Before we embark on this assignment I revisit the Cyberbullying discussion as well as discuss how they are leaving a glimpse of their identity and building their reputation with every post and response to their colleagues.  What resulted was some amazing discussion and encouragement. See the blog here.


While I think it is a good idea to have an assignment that teaches Digital Citizenship, I believe it is more important to embed it into my everyday use of technology in class just like I embed Live Citizenship into my everyday class interactions and behavior management.

I spent a good deal of my time reviewing the Digital Citizenship resources online and reflecting on how I already embed the concepts into my everyday teaching.  Another substantial portion of my time was spent experimenting with different blog venues for my concert review blog project.  After two or three different failed attempts, I decided to use Blogger.  I found myself experimenting a lot with Google Forms and other apps that I didn't use but will use in the future.

The open ended nature of this assignment was difficult with my learning style. Even though I like having a clear outline of how to complete projects, I don't know that I would change it. I feel I was able to sculpt it in a way that enhanced what I already do rather than adding a completely new element to my teaching load.

20% project: Debi Krengel

Many of the students I work with are on the autism spectrum, and qualitative impairments in communication and social interaction are at the core of this disability.  This includes things like limited joint attention, difficulty relating to people and events, limited understanding of nonverbal communication skills, and inability to initiate or maintain conversation.  Because I am starting to use Twitter as a communication tool in my work with students, I decided that it was particularly important to address part c of the digital citizenship standard: promote and model digital etiquette and responsible social interactions related to the use of technology and information.

We are lucky to have so many digital teaching resources already organized and available to us through our Tech for Teachers Digital Citizenship Page.  Using that as a springboard, I looked more closely at the Relationships and Communication lessons on Common Sense Media’s scope and sequence for digital literacy.  My goal is to weave the social thinking curriculum I use with kids on the spectrum (Michelle Garcia Winner’s Think Social!) with the Relationships and Communication elements of digital citizenship.  

Plan for teaching:
Main lesson 1: My online community
This is part of the curriculum posted on Common Sense Media, with the overall goal of understanding how people connect on the internet and build communities based on shared interests.  Activities include:
  • Watch the video “What is the Internet?”
  • Compare the internet to other places we gather together, how it looks the same/different
  • Complete the Circles of Connection activity; tie this to Michelle Garcia Winner’s “different types of friends” activities
  • review what kind of online communities we’re already part of, and how we figure out the “unwritten rules” for navigating those communities

Main lesson 2: Show Respect Online
While the stated goal for this lesson on Common Sense Media is to write clear and respectful emails, my focus with students will be our Twitter interactions.  When working with students on the spectrum, we try to be very specific about what behaviors are “expected” and “unexpected” (vocabulary from the Social Thinking curriculum) in every social situation and environment we enter.  Likewise, there are some expected/unexpected ways to communicate via Twitter.  Activities include:
  • Watch the “Mindful Messaging” video, identify how small changes in text/font/emoticons can change the tone and direction of a message
  • Develop expected/unexpected communication guidelines for tweets
  • Read sample tweets (created/adapted by me) and identify the tone for each one
  • Write our own sample tweets to suit particular occasions/situations
  • Identify similarities and differences in face-to-face communication and digital communication
  • Eventually...complete a Social Behavior Map to reference when using Twitter

After moving through those two lessons (which will take several sessions), my plan is to review our Social Behavior Map with my students with ASD before lessons that will involve composing tweets (in writing groups, or my math group).  


Because so much of our work as teachers is directed by others--teach this, send out this, report this, read this--it’s initially tough to have an open-ended assignment that basically allows us to research what we’re interested in.  I definitely have things I want to learn more about professionally, things that will help me support my students.  What was tricky for me in this assignment was trying to winnow my specific interests into the parameters of digital citizenship.  

Much of my time for this assignment was spent thinking :)  I could easily spend all of those 5 hours just thinking!  I compared the scope and sequence of our Social Thinking curriculum with the Relationships and Communication lessons on Common Sense Media and figured out what our students on the spectrum would struggle with.  I appreciated having time to plan ahead for some of the work I will need to do with students at some point in the near future.  

Megan Botham 20% Project on Digital Citizenship

Megan Botham 20% Project: Digital Citizenship in a Third Grade French Immersion Classroom.  

The goal of this project is to promote and model digital citizenship and responsibility.

In this project I promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Before engaging in a community building activity involving an interactive Google map, my third grade students needed to be introduced to the online community or “reseaux sociaux.”

I used the lesson plan HERE to introduce to students’ responsibilities in an online community.  It was an effective way to create parallels between “real life” responsibilities and the online world.  This lesson was clear and concrete enough for my students to develop an understanding of the importance of good behavior online as well as in the classroom.  It also helped us to review base vocabulary around online communities.
We modeled categorizing online responsibilities in an Activinspire Flipchart before students did the activity in their notebooks. 

During the next session, I asked students to re-read their work and to name the responsibilities that are the most salient to them. 

Here are several student’s answers:

In the third session, I asked students to create a “ PowToons” presentation to explain important responsibilities that come with being in an online community.  This not only deepened students thinking about their online community responsibilities, it added a sense of urgency to their work.  They were very excited to know that their learning would be shared with more children. 


We will share our PowToons presentations with other classes to share what we've learned. 

All in all, this was a strong set of lessons to introduce digital citizenship.  My students were engaged in their learning and eager to share.  I will continue to build on this introduction as we explore digital citizenship and respect and responsibility online. 

Thursday, December 19, 2013

Shandra Prowell 20% Project for the Collaborating Community Course

My plan for promoting and modeling digital citizenship is two-fold. For standard 4c, “promote and model digital etiquette and responsible social interactions related to the use of technology and information,” I am using my pre-existing recorder karate program on both my recorder karate webpage and my YouTube channel.  After students show basic competency with initial pitches B-A-G, I introduce the Recorder Karate Program and all the tools that are available for use on the webpage. With the SmartBoard I show them  and how to navigate the various parts of the site. We discover how to find sheet music if it gets lost, how to access the pre-recorded sound clips if they need to know what a song sounds like (I would like to embed these files on the page rather than make them downloaded. Any ideas?), and how to access the video tutorials. I have allowed comments so that any time a student has a question I get an email about it and  I can respond right away. (I have already had a student comment on how I can improve a video and followed her advice.) As this continues, we will have discussions on etiquette and social interactions as needed. With these resources, students have the skills and materials to succeed in the Recorder Karate Program independently. They will practice at home and come in and test with me during extra-curricular testing time when they return from break. It is truly a flipped classroom. The beauty of this program is that kids go at their own pace. This means that they will all be at different skill levels at different times in the year depending on their motivation, practice habits, and level of comprehension. If they get stuck at any point, they have resources to help them and a way to contact me if they have questions. If I get my iPad grant, we will have the opportunity to work in “belt-alike” groups during class with headphones and a 5-way jack-splitter, accessing the video tutorials or sound clips as they need them and collaborating to help each other be successful.

This is the first Playlist for recorder karate-click play and watch all 4 one after the other.

Standard 4d, “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools,” is fulfilled in my PLN project in which teachers and students from other parts of the district, state and world are invited to participate in sharing their performances and creating relationships outside the boundaries of a school building. I have already talked to friends and colleagues as close as Edina and as far away as Alaska and India who have agreed to participate. It is my hope that this is only the beginning of collaborative sharing of performances. The standard is also fulfilled by my “Things from Class” page on my website. This page is dedicated to videos that others have made, some of which we watch in class, others are for students to watch at home if they want to explore further. These videos are  quality and/or interesting musical performances that illustrate an artists’ experimentation with the Elements of Music or show what can be done with both passion for music and a sound foundation in musical skills and concepts. Many of them also are very well made and produced. In addition to our discussion on musical concepts, I have included technological and musical production questions that get students thinking about what goes into creating and sharing a digital performance. 

The other thing posted on the webpage is videos of our own that we have created as a class. It is these activities that lend themselves to discussions about web presence and whether or not what we post is quality work. After taking a recording, we watch or listen to it and I ask them if they think it is good enough. If they don’t, we talk about how to make it better. This not only makes us think about musical and performing concepts but our digital footprint. We want to represent ourselves at our best and don’t make a post until all agree that it is ready.

In working on this 20% project, I spent a lot of my time going down the rabbit hole of twitter. One tweet would lead me to another tweet or a hashtag or person to follow until I looked up from the Chromebook or iPad, tense shouldered and bleary eyed, realizing I had just spent a couple of hours staring and clicking. Some of it was worth while, some of it I wish I could have that time back. In one sense, I would rather live my life and have healthy, personal relationships with those around me than superficial ones with strangers. In another sense, there is quality information to be had out there if you take the time to sort through it. As I  began to formulate my 20% plan and my PLN, I spent a lot of time looking for and playing with various apps for recording and posting sound or video. Some of my twitter contacts helped lead me in the right direction. So far, my favorite app for posting to my YouTube channel  is Google’s “Capture,” an app for directly recording, editing, and posting to youTube, twitter and Facebook. The down side is that you can’t differentiate between title and description. Whatever you post becomes the title and there is nowhere to put details about the video. I have also used the Avid Studio app with some success. It can create some impressive videos but is very time consuming and not for on the spot posting. For viewing videos, this year a colleague introduced me to SafeShare.TV which allows me to generate a video link without other YouTube suggestions popping up on a sidebar or when a video is done so I know students are not going to follow a link they shouldn’t after watching a video I post or suggest. In terms of posting sound by itself, after multiple attempts to upload sound files from a couple of memo apps and experimenting with apps like threering and audioboo, I stumbled onto “Soundcloud.” I am hoping this will be a good place to post audio files we make in class when I have to direct and can't take the video. I  have also spent many hours on YouTube looking for good video examples of musical innovation or excellence.
The open ended nature of this assignment was very difficult for me. I like to know exactly what the parameters for an assignment are with a clear cut goal at the end. This assignment was so nebulous I floundered for quite some time just wondering what was expected. Then I struggle to find something that would fit. In the end, I'm not even sure if I fulfilled the assignment but I was able to adapt some things I was already doing which is so much better than starting from scratch! It allowed me to keep doing what I am doing but with more thought and intentionality or purpose which will, hopefully, benefit my students and help them be more savvy when it comes to their online choices. I have already had lots of positive feedback from students and colleagues.

Nguyen Dang's 20% Project Digital Citizenship

Instructional Coaches 20% Digital Citizenship Project

The current instructional coaches participating in the 2013-14 Tech Cohort have compiled a list of technology tools and guidelines for responsible implementation. These guidelines are in alignment with the digital citizenship recommendations as presented in the Tech cohort.  This information will be posted on the instructional coaches’ website.

Ethical behaviors and digital citizenship for instructional coaches and data collection:
  • Data collection tools are agreed upon by the teacher and coach prior to observation;
  • No tools are used (such as video) unless requested by teacher;
  • Collected data is to be shared with only the observed staff person;  
  • Teachers are assured that data collected will be shared only with appropriate personnel;
  • Student data privacy protocols will be discussed at the pre-observation meeting.  

Data Collection Tools:

  • Notability, Evernote, Audionote or similar notetaking apps
    • Easily organized observation notes for teachers into folders ,
    • Can import/take pictures of classroom interactions,
    • Observation notes can be shared with teachers via email, dropbox, itunes, Google docs
    • Annotate/draw on pictures for additional data collection
    • Create drawings/charts to document student engagement/interactions/participation
    • Highlight text

  • Video on ipad
    • Observational video can be hosted on an unlisted youtube channel and shared with the teacher via unique digital link.
    • Allows teacher to experience her/his classroom from an objective/unfiltered perspective

Communication Tools:

  • Outlook-Scheduling
    • The use of blind-copy distribution lists to maintain confidentiality
    • Consult with other coaches regarding time frames and content before sending to present a consistent message

  • Outlook-Email
    • Consult with other coaches regarding mass emails that are sent to teachers/staff for purposes of goal setting and observation cycles to ensure consistent message for purposes of maintaining the fidelity of the Alt Comp program.  
    • Sample emails are shared with other coaches as created or saved in Google Drive for use as needed

  • Screen Cast
    • Instructional tool that allows for refining the message or lesson before delivery.
    • Archivable lesson to be viewed and re viewed in a variety of settings (portability)

The coaches spent the majority of the time analyzing data collection tools and articulating the protocols around their use.  We found the combined knowledge and experience of the coaches a valuable resource. In addition, we found the open endedness of this project engaging but challenging.  The unique role of the coaches in the district made it difficult to align this assignment with the staff we coach. In the end, we learned that Digital Citizenship is an integral part of our daily work.