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Kaylah Holland
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Technology Facilitator
Technology Facilitator

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Hi all! I teach a digital broadcasting class in middle school. We "learn" the first nine weeks of the year. Students learn how to brainstorm, script, film, and edit. They also learn about their audience and how to adapt to their likes and dislikes. The rest of the school year is spent applying their learning by producing an episode each week that is shown live to all middle school students and faculty every Tuesday morning. I do not necessarily have a "curriculum" but let the students create what they are interested in with my guidance. I love this class and the kids love it too. It is the highlight of their week when their episode airs.

I did not necessarily focus on one theory because my research involves blending separate ideas into one. The focus of my research is to determine the perceptions of teachers regarding sticky learning. For this research study and literature review, sticky and/or stickiness is defined as creating an indelible experience that alters student participation moving students from passive listeners to active participants taking ownership of their learning. A sticky idea or lesson is taught with purpose paying attention to how instruction is designed and delivered. Therefore, the main categories and theories for this research study are creating experiences, altering student participation with active learning, and purposeful design and delivery with content.

The theories are incomplete in themselves which is why they are blended together to paint a whole picture for the purpose of my research. I would like to see the theories (social cognitive, motivation, active learning, etc) studied within the K12 environment.

I would love to add a model focusing on how learning sticks and how design affects learning within the K12 environment.

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M3 Discussion KHolland
M3 Discussion KHolland
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M2 Discussion KHolland
M2 Discussion KHolland
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As an instructor in an online environment, I find that emphasizing collaboration is necessary but definitely has both benefits and barriers. One benefit is that emphasizing collaboration establishes a community between students. A community is easier to forge when students are in the same room; however, when students are part of the course online the community aspect can feel sparse. “Communities provide various support structures for newcomers, legitimize practices, and regulate participants’ access to information and resources” (Heisawn & Silver, p. 259). Emphasizing collaboration is a great way for students to meet other students and be “exposed to community knowledge by hearing about stories and experiences of other members and/or interacting with community-created artifacts” (Heisawn & Silver, p. 259).

A definite barrier to emphasizing collaboration in online environments is determining between asynchronous and synchronous collaboration. Synchronous can be the preferred method but; unfortunately, scheduling synchronous collaborative work can become more difficult than necessary when trying to juggle schedules of multiple individuals. In online courses, students do not typically set aside a specific time for class work; therefore, finding a time for individuals to meet synchronously is challenging. “The prevalence of asynchronous collaboration over synchronous collaboration is likely because asynchronous collaboration allows more flexible communication than synchronous collaboration that requires participants to be engaged at the same time” (Heisawn & Silver, p. 251). The issue with asynchronous collaboration is that it continues to isolate the student in the learning environment.

As an online student, I prefer asynchronous collaboration but do not mind more avenues in which to communicate asynchronously with my classmates because it instills the sense of a community. For example, discussion posts are formal avenues of communication but messaging systems offer informal avenues of communication and re-instill a sense of community. Otherwise, online learning can feel quite isolated.

Therefore, emphasizing collaboration is necessary but needs to take place with careful balance between the benefits and barriers in an online environment.

Reference:
Heisawn Jeong & Cindy E. Hmelo-Silver (2016) Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?, Educational Psychologist, 51:2, 247-265.

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Future Design School is looking for a school partner to host a Future Skills Institute, a one-day, action-oriented professional development program for teachers. The Institute teaches educators to harness the power of design thinking to create innovative project-based learning experiences that drive inquiry in the classroom.

School Host Partners receive free registrations in the program, in exchange for the use of a space that holds up to 50 people for one day.

As a Google Certified Innovator, I can say that this professional development was the absolute best PD I have ever had. Completing the Future Skills Institute completely changed my perspective on teaching and directly impacted my students.

If you are interested in partnering with FDS to bring this learning experience to educators in North Carolina email me at holland.kaylah@gmail.com. I'd love to discuss details about bringing FDS to your school!

More soon,

Kaylah Holland

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My Google Innovator project is a digital citizenship curriculum created by students/for students. Please help us collect data by letting students take this form bit.ly/notdigcit. Please let me know if you have any questions. Thank you!

Hello, I am a middle school technology facilitator in Charlotte, NC. I am a Google Certified Trainer and recently became a Google Certified Innovator in the #WDC17 cohort! I am excited to be a part of this amazing GEG community.

Hello all! I am trying to use data from a Form/Sheet to be populated via charts into a Slide deck. I have already created charts in the Sheet and embedded them within Slides. My problem is that with every question on the Form that is a check all that apply the answers are skewed and unreadable on the chart on the Sheet/Slide. The chart in the response section of the Form is perfect but when I create a chart within the Sheet it does not look the same. Is there any way to change the format of the chart? I know to click the three dots in the upper right corner of the chart but it isn't giving me the changes I need. Any help is appreciated!!

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Charlotte Christian School just posted a Lower School Instructional Technology Facilitator position for the 2018-19 school year. You may find information about this position at the link below. Click on the LS Instructional Technology Facilitator title to see the job description.
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