Professional Practice Project

Inquiry Description

Personal Inquiry Question:  How might I best educate others on digital citizenship and online internet safety?

In trying to decide what to further investigate for my Professional Practice Project, I knew that I wanted to choose a topic that was both interesting to me personally but would also be helpful to me as an educator and a parent.  I researched the topic of digital citizenship and how I could be a resource for parents and educators on how to keep students safe online.  There was so much information on this topic that I needed to find a way to start to get information out to parents. I started by doing a lot of research on Common Sense Media, Netsmartz and Childnet as well as reading several articles.  I did training on Common Sense Media and Netsmartz.

I started to create a website that will be developed over the next several weeks.  I will continue to add resources and activities to this site.  I hope to use this site with parents, educators, and students to further educate them on how to keep students safe online.  Taking my own experience into account, there are a lot of resources for teachers to use to have discussions with their students about online safety, but not nearly as many sites for parents.  I will focus my research, website, and activities primarily towards parents.

Course Essential Question

C.  How might we ensure that educators and learners practice ethical, legal and safe use of technology?

This question fits the work that was done for this project to a tee.  I also want to add a component that includes parents as I personally feel there is a huge need in this area.  Most educators have participated in technology training in one form or another and are with students every day who can explain what current apps are being used by their peers.  I find that most parents, including myself, desperately need more education.  The speed of technology development is happening so fast, it is a challenge to keep up with it.  The students maintain the pace with technology because for the most part, they live in two worlds:  reality and the virtual world.  For them, it is easy for the lines to blur.  Most parents don't understand the depth of the virtual world in which they live and most kids do not have the vocabulary, emotional growth or even the desire to educate their parents.  Parents and educators often truly do not know what their kids/students are doing online so they fail to ask the appropriate questions to keep their kids safe.  This project is the first step towards opening the lines of communication between adults and their children about social media and internet safety. 

Course outcomes

3.  Plan for educational experience (of K-12 students or adult learners) that demonstrate the ability to use educational technology, sound educational philosophy, and plan for local context.

I have often felt that there was a huge gap in connecting the resources on Internet Safety and Digital Citizenship to parents.  Educators have a need to keep updated to the newest trends with technology that can affect the safety and ethical behavior of students with whom they work.  Educators are given periodical training on technology and they work directly with students and can see what they are doing.  Educators also have peers that will pass on what they are seeing in their classrooms.  Educators also might have immediate human resources available like a Media Center Coordinator or a Technology Integrator that can keep them up to date and help with lessons for the students.  With the knowledge I have gained I would like to design a curriculum that educates parents and also contains activities parents can do with their kis..  I will be designing information that educators can use in the classroom as well as workshops for parents and their children.

7.  Read and synthesize literature and research on educational technology to support personal experience and deepen conceptual knowledge.

Reading the literature and research on Internet Safety brought me to a place I was not expecting.  I really saw a lack of exposure for parents with the latest social media and apps that their kids are using.  Keeping this in mind, over the last two weeks I had informal conversations with several teens.  Most of them were friends of my kids and I was surprised at how forthcoming they were with what really goes on when they are using social media.

I also had conversations with my two oldest teens.  J is 15, a Freshman and very quiet with the adults at school but he is the only one of my four kids that will really open up to me.  Even though I have caught him in some inappropriate situations online over the years, he is mostly honest with us.  Out of my two older teens, J is a natural leader and athlete so we are constantly having discussions about morals, character, leadership and making healthy choices.  He is also the is the one that is most likely to want to fit in with his friends, so we have a constant discussion on choices.  S is 14 and is also a Freshman.  He is a diligent student and an athlete but is also shy and reserved.  He spends a lot of time in the virtual world because it is an environment where he fits in and feels comfortable.  It is extremely important to have conversations with him and maintain an open relationship. We often have to initiate conversation and be patient with him as he processes his thoughts and finds the words to communicate with us.

Both boys told me a lot of their friends were using social media inappropriately and that several never had parents ask them to see their devices.  They also do not have device monitoring software.  Both of my boys said the device monitoring software allowed them to have an "out".  For example, if someone wanted to send them something inappropriate or asks them for something inappropriate they can say that they will get caught because there is monitoring software on their devices that my husband and I check regularly.

We also must keep in mind that as teens transition into adulthood, they require autonomy and privacy.  The balance between granting them that privacy and keeping them safe online can be challenging.  Our kids know we can and will take their devices at any time, but with our two older teens, we try to open communication with them so they end up coming to us when they need help dealing an inappropriate situation online.  At the same time, if we do see something they have done that crossed the boundary of acceptable risk, we will discuss it with them directly.

My synthesis of the literature and research has resulted in a much stronger desire to teach other parents about the technology their kids are using today, especially when it comes to social media.  I hope to give them skills of how to talk with their teens, nurture their relationship and develop open lines of communication when it comes to Digital Citizenship and Online Safety.

Scholarly Articles

The Boundaries between: Parental Involvement in a Teen's Online World

I found this article to be very eye-opening for me personally. Being the parent of teens, I gleaned a lot of information about how monitoring teen's online activity can have different results as to how those teens develop problem-solving skills, ethical behavior, and safety online. This article is a case study of 12 parent-teen pairs and viewing their relationship through Petronio's Communication Privacy Management. (CPM). They found that there were 5 distinct challenges that parents and teen's faced when navigating the need for autonomy vs. the need for parents to monitor their child's safety online. They are: (A.) increased teen autonomy and decreased parental control resulting from teens’ direct and unmediated access to virtual spaces. (B.) the shift in power to teens who are often more knowledgeable about online spaces and technology, (c) the use of physical boundaries by parents as a means to control virtual spaces, (d) an increase in indirect boundary control strategies such as covert monitoring, and (e) the blurring of lines in virtual spaces between parents’ teens and teens’ friends. This study provided insight into boundaries parents may set for their children and the need for autonomy as a teen progresses into adulthood.

Citation:  Erickson, L. B., Wisniewski, P., Xu, H., Carroll, J. M., Rosson, M. B., & Perkins, D. F. (2015). The boundaries between: Parental involvement in a teens online world. Journal of the Association for Information Science and Technology, 67(6), 1384-1403. doi:10.1002/asi.23450

Internet use among Adolescents: Risk-taking behavior, parental supervision and implications for safety.

While this was a study that was performed in India, I found the results to be fairly universal and applicable to students in the United States. This study looked at adolescents ages 12-18 and specifically at their risk-taking behaviors online. Adolescents go through a number of changes ranging from physical to emotional to hormonal to social behaviors. These changes combined with the fact that the adolescent brain is still developing the mechanism that regulates those behaviors results in an extremely challenging time for parents and their teens. The risk-taking online behaviors that chatting with strangers, sexual online behaviors, online gambling and sharing of personal details with strangers.

Citation:  Lakshmana, G., Kasi, S., & Rehmatulla, M. (2017). Internet use among adolescents: Risk-taking behavior, parental supervision, and implications for safety. Indian Journal of Social Psychiatry,33(4), 297. doi:10.4103/0971-9962.218603

Sexting among adolescents: A nuanced and gendered online challenge for young people.

For me, this was a challenging study to read, but very important considering this is a risk-taking behavior that many adolescents face today. This was a study done in Sweden but like the Lashmana, Kasi and Rehmatulla (2017) study that dealt with Indian adolescents, I found this study to be Universal to adolescents in the technologically developed world. This study centered on the sending and receiving of sexts from romantic partners face to face friends, online friends, and online strangers. This study found that adolescents are in a place in their development where most naturally explore their sexuality. The internet can provide a seemingly private venue for this exploration. Surveys were sent to 10 Swedish schools and the students answered them anonymously only revealing their demographic information. The results found that most males found sexting to be a rewarding behavior while most females found it to be a situation that caused stress and anxiety. The examiners concluded that sexting was a fairly common behavior among student ages 12-16 and that open communication from the adults in the child's life is the best way to help them navigate through this complicated time.

Citation:  Burén, J., & Lunde, C. (2018). Sexting among adolescents: A nuanced and gendered online challenge for young people. Computers in Human Behavior,85, 210-217. doi:10.1016/j.chb.2018.02.003

How did your inquiry question support your professional growth? How do you know that your work advanced your learning?

For a very long time, I have experienced students that have seemingly free access to the internet while they are at home and on their phones.  I have seen students that are cyber-bullying and have seen other students that have been cyber-bullied and are scared to go to school.  I often wondered why parents weren't monitoring their children's internet and social media usage.  The more I talked to parents the more I realized that for the most part, it wasn't that they lacked the desire to supervise their children's online behavior, but rather, they lacked the knowledge and resources to be able to monitor and talk with their kids about how to be a good Digital Citizen.  Through my work with this project, I have much more knowledge about why students take risks online and how parents can talk with their kids about these behaviors as well as monitor them as needed.  This work has advanced my learning because I have a much greater base of knowledge when it comes to dealing with internet safety for my own children as well as the students I teach.

Working with my PLN

Our group worked together through Backchannel chat.  I really enjoyed working with my PLN.  We all have such diverse backgrounds and I believe that was beneficial to all of us as we were able to present a different point of views depending on our experiences.  We all presented feedback and differing ideas.  The people on my team are very knowledgeable and were helpful when creating this project.

Evidence of Work

Common Sense EducationDigital Citizenship Training Certificate

Common Sense Digital Citizenship Training

I knew that in order to tackle this topic,  I needed to educate myself more on Digital Citizenship and parental involvement with monitoring the use of social media and online activities of our children.  The first training I did was through Common Sense media.  The training took about an hour and gave a general overview of Digital Citizenship, Digital Footprints, maintaining privacy online and ethical behavior.  I took the training for Grades 6-8 and will eventually do the training for grades 9-12.

Common Sense also has training for Educators that want to be an ambassador and go into classrooms to work with students on Digital Citizenship. 

The entire training took about one hour.

Netsmartz.org Teaching Digital Citizenship Training

Netsmartz.org Teaching Digital Citizenship Training

I also did an online training through Netsmartz.org.  Netsmartz is an online resource that has a partnership with Disney and the National Center for Missing and Exploited Children.  The training took about an hour and a half and I found it to be very enlightening.  The training was thorough and comprehensive.  It covered the topics of Digital Citizenship, Digital literacy and ethics, inappropriate content, online sexual solicitation, online privacy, sexting, sextortion, cyberbullying and practical cybersecurity.  Each section had a video that took anywhere between four and a half minutes to twelve minutes.  Viewers watch the video and then took a quiz.  In order to receive the certificate of completion, the learner had to pass all quizzes.  I liked that you could take the sessions in any order and if you stopped a session, it kept track of all of the sections you had completed and where you were in the current training. This training is geared toward Educators, but parents would also benefit from the information presented here.   I highly recommend this training.  I learned so much from it.

Website Development:  Think Before you Click

In order to synthesize all of the information that I have learned, I am starting to develop a website through Google Sites called "Think Before you Click". I will continue developing this site as I go into my Capstone project using the information I have learned from my research on this topic.  I will talk more about this endeavor as I explain my next steps.

Helpful Resources

In doing research for this project, I found that these four sites were geared toward my goals of this inquiry.

Common Sense Media:  Common Sense Media is a site that I have been familiar with for many years.  This site not only looks at online safety for parents and educator but it even looks at current books, movies, and TV shows.  I really like that Common Sense presents the content of different media that kids may encounter and lets the parents form their own conclusion as to the appropriateness for their own children.  Common Sense has information for Educators, Media and Kid Action.  Common Sense also will gear their information to Educators, Parents, Advocates, and Kids.

NetSmartz:  I had heard of Netsmartz before I started this project but I had never really dug into this site.  This site works in collaboration with Disney and The National Center for Missing and Exploited Children. There are two subsites; NetsmartKids and NSTeens that are specifically aimed for those demographic groups.  I was incredibly impressed with the number of resources available for parents, educators, and children.  I was especially impressed with the games for the younger students that have them practice decision-making skills for situations they may face online.  If you have not checked out this site, I highly encourage you to do so.

Childnet:  Childnet has been around for 20 years.  Their mission is to work weekly with students ages 13-19 to find out what their online experiences are.  They also work with parents, educators and carers and professionals. This site based in the U.K. offers a plethora of resources to use with students.  A subsite of Childnet is Digizen.org.

D.A.R.E. org:  I surprisingly stumbled on this site when doing my research.  I think of the D.A.R.E. program as being primarily related to drug and alcohol awareness but the site offers so much more now.  A major component of the site is Internet Safety Awareness and especially cyberbullying.

Sharing my research and my next steps

I am very excited as to where I'm going with this project.  For my Capstone Project, I will be developing the "Think Before you Click" website and creating a series of workshops for Tweens, Teens, Parents, and Educators.  My primary goal is going to be to provide resources and education for parents as to how to help their children navigate through the teen years and their use of the internet and social media during that time.  Eventually, I would love to be able to go into classrooms to work with students and educators and then to have workshops for parents and carers in the late afternoon and evening.  In preparation for these workshops, I will request meetings with principals, other educators, and school police resource officers.  I feel the need for education of parents will be my primary goal, but it is challenging to make that the only area to be addressed.  I am very excited about the future work I will be doing from the research I've done over the last semester.

Intro to Professional Inquiry

Introduction

I haven't shared this with many people, but in early January, I was admitted to the hospital and diagnosed with some significant health issues.  Since then, I have been hospitalized 3 times for various reasons and I have learned a lot about myself and how my body works and one thing that I need and I feel we all need is planned and scheduled breaks.  I had to chuckle when I read in the article by Pink about how we should carve out 20% of our time for non-commissioned work.   "Who among us hasn't wasted that amount of time at work anyway."  (Pink, p. 163)   Me!! It is challenging to do when you are scheduled from 8 a.m. to 2:30 p.m. with a 20-minute break for lunch and if lucky, a short break somewhere else during the day during which time, you are copying, posting lessons, grading, returning parent phone calls, etc.  As a teacher, I struggled with doing anything other than what I was told to do by my administration.  That is one of the reasons I take classes is to get different ideas from others how to make my classroom a more engaging place to learn.

Getting sick has forced me to take some downtime to create non-commissioned and think to myself how I could possibly use these ideas in my classroom in the future.

What is something you've learned on your own recently?  After doing the readings, what elements of your own learning experience would you connect to the readings?  Provide at least 2 points of connection to the readings.

Recently, I have been learning how to paint using a medium that is new to me called Alcohol Inks.  Alcohol Inks are exactly what they sound like Isopropyl Alcohol infused with ink.  What makes the inks unique from other mediums is that unlike Acrylics and Oils, the colors repel each other naturally instead of blending.  You also have to create your art on non-porous surfaces like glass, ceramic or metal in order to use the  "flow" of the ink.  Here are a few examples:

In the article by Knowles,   I really connected to the passage where Allen Tough posed the question, "How do adults learn naturally when they are not being taught?"  In this same passage, they discuss that the average adult engages in about 8 major learning projects a year with only about 10% being supported by an educational institution.  The learning process for adults is a universally natural process that generally goes through a similar sequence of steps. (Knowles p. 42).  I connected to this because when trying to create the purple and teal painting above,  I simply felt that I needed to experiment more to get it to look the way I wanted it to.  This was my third attempt at this style of painting which was new to me at the time.  I had in my mind's eye what I wanted it to look like, but it took me 3 attempts to create it after I had watched several Youtube videos of artists and experimented with the amount of ink in the mixture of each color as well as the type of air flow needed to make it look "whispy".

I also connected to the section in the article by Knowles that discusses the role experience plays in learning.  Children identify to experience as something that happens to them, but adults derive their self-identity by their experience. (Knowles, p. 51)  I had never really thought about that mindset before.  My personal belief is an adult's self-identity because of experience may either give them to take more risks in their learning because they have experienced that it's okay to fail and try again whereas children not having the experience of failure, they are often hesitant to fail when learning something new.

How do you interact with other professionals?  How do you find inspiration to continue your own growth?

I believe that all teachers need to find an outlet like I have found with art to be able to express themselves and process some of the stress we all face especially since it is difficult to find to work on "non-commissioned" work during the school day.  Even something like running, playing an instrument or writing on your own time may be enough to satisfy the adult's needs to learn naturally.

 I try to remember when interacting with other professionals that they are adults no matter if they are new teachers or if they are 30-year veterans.  The other professionals probably will have experiences that I have never considered.  The important thing is that we all work together using all of our experiences to grow.  

I find my inspiration to continue to grow by seeing what others are doing in their classrooms and in their personal lives.  Getting ideas from others is inspirational to me.

What is a specific idea you hope to take forward from your readings into your work with adults?

I think that the most significant idea that I am taking forward into my work with adults is that their past experiences will affect their learning process.  I also loved the video and the writings of Pink about motivation.  I will take those ideas with me and I will also take some of the ideas on motivation to my students.

Where I'm going with this.

I am hopeful that through this project, I will be able to explore motivation and the natural desire adults have to learn new things.  I have found that since I have been ill and forced to take a break and follow your motivation and your desire to learn something new.  I believe that when adults gain that excitement and joy from learning it spreads into the classroom.  My goal is to develop and explore how teachers can find time during the school day or on their own time to work on "non-commissioned" work. 

References

 Pink, D. H. (2011). Type 1 for organizations: Thirteen ways to improve your company, office, or group. In Drive: The surprising truth about what motivates us (pp. 162–177). New York, NY: Riverhead Book

 Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge, London: The Adult Education Company. 

Learner Inquiry Project

The Sound of Music

Learner Inquiry Project

Overview of Project

For several years, I have looked for a better way to teach about the Modern American Musical.  I will be using this inquiry project with grade 6 but it would be very appropriate in Grades 5-9 and could be adapted for higher or lower grades.  All of my general music classes are inclusive of all learners of all different learning levels.  The average class size is between 19 and 24 students.  Some of my students have significant learning needs, some are gifted and talented in music which is also a learning need as they need their learning to be more in depth and the neurotypical, "average" learner that also may have strengths and needs that need to be met.  This one of the reasons I love inquiry projects.  I can address the needs and strengths and challenge all learners while they are working with the same "How might we..." question. 


Unit Essential Question:  How might we create community among diverse cultures and traditions?

Students will view the musical the "Sound of Music".  As they are watching, I will either verbally or on a document, prompt them to look at details in the musical they might not necessarily notice. I will then give the students 4 choices of topics from the Musical they can research further and create a presentation for the rest of the class.  They are:

1.  Explore the differences between Maria von Trapp's memoirs and the made for TV. version of the Musical.

2.  Discover how the von Trapps immigrated to the United States, where did they settle to live and what the children did with their lives once they became U.S. citizens. 

3.  How did the rise of the Nazi party affect the von Trapp family and the Country of Austria

4.  Explore the musical history of Salzburg, Austria.  Share with the class how that musical history affected the Von Trapp family.

To create, true autonomy and sense of inquiry, I am open to conferencing with students about choosing other topics related to the Musical and the Essential Question.

Students will then use an application/platform of their choice to create a presentation. 

Teacher Resources:

https://www.teachthought.com/ This site is a compilation of articles written by the Teach Thought staff and other educators.  There are several articles that deal specifically with Inquiry-Based Learning.  These 2 articles, I particularly found a lot of interesting points.   Four Things all Project-Based Teachers should do and https://www.teachthought.com/project-based-learning/5-ideal-traits-project-based-learning-teacher/

https://nafme.org/ .   Nafme is the National Organization for Music Education.  The national standards for music education are found on this site as well as suggest lesson/Unit plans.  There are several pages on the site for teachers that discuss the sound of music, it's history, what is happening currently with the musical and what are some of the key points for students to know about this musical

https://quizlet.com/   I use this site frequently especially when students need to prepare for simple written assessments like vocab quizzes.  I would use this site with students before we actually watch the video to learn the characters and their names.  I find that because the children have German names that are unfamiliar to most students.  When they first view the musical, hopefully, it will reduce the need to stop the video so they will know who is who.

https://empatico.org . The essential question of this unit is to help students create community between diverse cultures and traditions.  This is the mission of Empatico. Quoted from the website:  "Empatico aims to connect millions of educators and children so they can see other communities, share their lives, and learn about others different from themselves. To do so, we have collaborated with education partners to create a tool that makes it easier than ever to bring virtual connections to their classrooms in an intentional and powerful way."

Student Resources:

https://artsandculture.google.com . Google's art and culture is an online platform that covers a plethora of topics from ancient times to the present time.  There is a very interesting presentation of this site of how the von Trapp family immigrated to the United States from Austria.

https://history.com   History.com is the website that is associated with the History Channel on television.  History.com has a multitude of information on pre-World War 2 as the Nazi party evolved, the immigration to North America which as caused by this event, the events of World War 2, Hitler and post World War 2.  The information on this site will definitely help students that want to investigate and research the politcal events of this time period and how did could have these events affected the Von Trapp family.  The real story of the von Trapp family can also be found on this site.

https://smithsonianmag.com . The Smithsonian Magazine website contains an amazing amout of information of not just history, but science, arts and culture, ingenuity and current news in those areas.  There is an article on the history of the von Trapp family.

Technology Resources:

Presentation option #1 . IMovie . For students that have Macbook Air 1:1 devices, IMovie is a pre-loaded application software.  This software moves the student into the Modification area of SAMR as students can take images, information, and even music and videos.  Here is a tutorial on how to use IMovie.  I plan to use this video with students that may have missed my in-class presentation of how IMove works or if they forget how something works, they can go back and watch the video again.

Presentation option #2 .  Google Slides. All of my students have google slides in the Google suite.  I love the Google Slides because it plays so well with Google Classroom.  Like iMovie, this moves students to the Modification area since you can add graphics, video, music, voiceover, and many, many more features. Students can use the many features in Google Slides to be creative in their presentations.  Part of my conferencing with them will be how to use most of the features to show their creativity.  Here is a tutorial on how to use Google Slides.

Presentation Option #3-- Moovly  I have to admit, I'm going out on a limb on this platform as I haven't' used it much, but I loved all the features it has.  First, it is a completely free online platform.  The most attractive feature I noticed that I think my middle schoolers will love is the ability to add animation to your presentation.  This is also a "drag and drop" program which makes very accessible to all learners.  Here is a demo of Moovly. I believe this will move the students in either the Modification area of SAMR or even the redefinition area if they choose to use the animated characters to tell their stories in first person.

Just for clarification, I will also allow students to propose their own presentation platform if it has the ability to provide a multi-media presentation. 

Student Rubric:

Student Assessment Rubric

National and State Standards Addressed:

National Standards as published by Nafme:

The Nafme Standards are arranged by grade level.  I have selected the 6th-grade general music standards to cite since I am targeting this for a 6th-grade class.

Nafme Standards

MU: Pr4.2.6c,  MU:Pr6.1.6b,  MU:Re7.2.6b 

Maine Standards of instruction -- Music

Grades 6-8 Music

D1: c.d. , E:1, E:2, E:3, E:5

My reflection on the Inquiry-Based Learning Project:

The more I worked on this project, the more excited I became with actually working with my students on this.  I thought of so many ideas that I could do with them related to the Essential Question that I will have to write them down so I can try a different activity each quarter.

Our essential question is:  How might we create community among diverse cultures and traditions?  

The whole class will be working under this essential question but when they get into a specific topic from the Musical, for example, the Rise of Hitler and the Nazi party, it would be appropriate to develop a new question that is still related to the class's question.

My project requires open inquiry because each learner is going to choose a part of the video that engaged or intrigued them to find out more.  I will give some suggestions but will conference with students if they have other ideas that are related to the musical and the essential question.

All of my students will need to know the characters and the plot of the "Sound of Music".  From there, they will need to find one part of the musical that either leaves a question or questions in their mind to which they want to find answers.  As far as the standards, the Nafme standards, the state standards and the local standards all address how cultures can be brought together by the arts.  The standards also address how history effects music and how music effects history.

My Rubric Assessment is presented underneath the resources.  I believe it will be a fair rubric which allows students to work hard and meet or exceed the standards or for the student who is not doing their job may conference with me before the final project is done and I can show them where they are on the rubric and why.

I would love for this project to culminate with my students either having a guest speaker from Austria or possibly Skyping with a class from Austria or possibly a living descendent of Maria von Trapp.

I can see my students struggling to find the resources they need.  I've given them a few, but I know they will want to dig deeper.  I will encourage them to work with our librarian.  She is a master at finding resources for students when we do research projects.

I'm most excited about my students seeing this musical through a different set of "glasses".  The love this musical as it is and I'm excited to see how much more they will either love or have a different view of the story of the von Trapp family.

Citations:

Common Sense Media. [Sound of Music]. Retrieved March 7, 2019, from https://d2e111jq13me73.cloudfront.net/sites/default/files/styles/product_image_aspect_switcher_170w/public/product-images/csm-movie/the-sound-of-music-poster.jpg?itok=ZHbUMkmT

5 Ideal Traits of a P.B.L teacher [Digital image]. (2018, September 10). Retrieved March 9, 2019, from https://www.teachthought.com/wp-content/uploads/2018/09/1E407442-DFD3-41BA-A11D-7EC124C6FF12-e1536592258983.jpeg

Connect Your Classroom to the World. (n.d.). Retrieved March 9, 2019, from https://why.empatico.org/

[Student using a laptop to research]. (2018, December 8). Retrieved March 10, 2019, from https://pbs.twimg.com/media/Dt5mIYRX4AAFiuB.jpg

Michalik, J. M. (2007, April 3). Student using Technology in the Classroom [Digital image]. Retrieved March 17, 2019, from https://photos.smugmug.com/Family-and-Children/Edt-535/n-5x8H4/i-4MpsVc8/0/3b38984a/L/i-4MpsVc8-L.jpg