As part of a podcast with Future Tense (Funnell, 2012), Greg Whitby suggests that you can't just focus on the technology when it comes to education. There is an abundance of technology within our reach with new advances and releases, such as the iPad Pro, becoming available to consumers each day. Our students have more access to technology than ever before and they can choose to interact with it even outside of school. Therefore, focusing on getting technology into the hands of the students isn't enough any more - the novelty of 'using technology in classrooms' has worn off. Beyond that, just teaching students how to use a particular technology tool doesn't promote the type of learning environments our students deserve to have. Rather, as educators, we need to be more cognizant of creating meaningful uses of technology integration to enhance the learning process.
As an educator, one aspect of my role is to focus on the providing the best teaching and learning to my students. As Bill Gates once said, "Technology is just a tool. In terms of getting kids working together and motivating them, the teacher is the most important." If they don't have a teacher who is able to use best practice in integrating that tool effectively into the curriculum and teaching then, the tool is not meaningful. Teachers continue to upskill their own technology abilities with the purpose of utilizing it within the curriculum when approach. Teachers need to not only be able to use and integrate technology but decipher when it is best to actually use technology and when another strategy or tool is more effective to achieve a specific learning outcome or experience. Teachers continue to write curriculum, teach content and assess their students choosing the right tools for each learning experience to provide students with a quality education. I would argue, that while technology is a tool, it is a powerful tool. It is a tool that can connect classes from across the globe to contrast and compare lifestyle, schooling and interests. It is a tool that can help students access information from various sources in a click of a button. It is a tool that can enhance the learning experience by allowing for experiences that were not possible in reality such as travelling to the bottom of the ocean to explore wildlife. It is a tool that can help students organize their lives through notes and calendars. It is a tool to communicate in a multitude of ways. It can be a tool to document learning and reflect on their educational experiences. Utilizing technology can help engage students while also developing social, self-management, thinking, and communicating skills. Students can create, collaborate, and curate as they develop transdisciplinary skills that can be drawn upon at any time to use. In a 21st century classroom, the technology still does not replace the teacher, hands-on learning, visual thinking and planning on paper or face-to-face interactions. But what it does achieve is creating an endless supply of learning opportunities for students to engage and experience if integrated in an appropriate manner. References Funnell, A. (2012, Aug 19). 21st century education. Future Tense [Audio podcast]. Retrieved from: www.abc.net.au/radionational/programs/futuretense/21st-century-education/4197700#transcript
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It is no secret that video games capture the attention of young and old for hours upon hours. They are engaging, motivating and above all fun. When an activity or task is turned into a game, there seems to be this instant motivation to want to play. Judy Willis argues the importance of using the principles of video games in the classroom as a way to increase the motivation of students as well as resiliency when they receive feedback.
Games are always goal oriented whether it is to complete a level or end up with the most money at the end of the game. There is always something you are aiming to achieve. This idea of achievement motivates the player to continue until they are successful. Games provide a low rate of failure as they allow the player to try repeatedly until successful. Games are always providing feedback to the player. Sometimes the feedback is not being able to make it past a certain point in the game until the player figures out a new strategy. This past year, our Year 5 classes created a gamified unit of mathematics called the Battle 4 Chatz. Our goal was to make the entire geometry unit one big game where each class ('gang' or 'team') had to battle the other 2 classes in order to win over the various sections of the school. This unit was played as a mixed learning environment both online and in person components. It had a narrative of a MR. ME character taunting the students to get better at math so they could capture each other and defeat the other teams only to have things change drastically in the final boss level. Along the way, there were also many sidequests for the students to participate in. Motivation and participation in mathematics was at an all-time high as students were completing work at home and in class with enthusiasm to work towards badges and help their team achieve their goals. Breaking it down by Willis' main ideas, you will see that we took the principles of video games to create a positive experience for our students: - Motivation: Gain more points than the other two teams through completing individual activities, which would then allow students to capture different areas of the school. - Incremental Goal Progress: Students rewarded when a number of activities completed. A class could capture a portion of the school at the end of each level if they had the most points. - Individual Achievable Challenge: There were 2-3 activities per level that were mandatory based on the grade expectations with tutorials for support. Students had to complete tasks individually in order to help their team. If they completed the mandatory tasks (main storyline), they could challenge themselves by doing sidequests for bonus points to add to their teams total. - Feedback: Students received immediate feedback every time they completed an individual activity on their progress. As a class, their point totals were seen on the game site and updated in real time. If you are interested in learning about the theory and reasoning behind the game, feel free to check out the link here: https://sites.google.com/a/chatsworth.com.sg/battle4chatzsite/ You can also access the game site itself here: https://sites.google.com/a/chatsworth.com.sg/math-turf-wars/ References Willis, J. (2011) A Neurologist Makes the Case for the Video Game Model as a Learning Tool. Retrieved from http://www.edutopia.org/blog/neurologist-makes-case-video-game-model-learning-tool In our Primary School, our current situation is that there are Promeathean interactive whiteboards in every classroom. The boards are mounted on the wall and the projector is mounted from the ceiling. All teachers have a laptop with the ActivInspire software so they can create interactive lessons from home or school. The use of the IWBs varies from class to class and the teacher’s comfort with technology.
Interactive Whiteboards are seen from various perspectives. However, I believe they still can be a useful tool in the classroom just like every other piece of technology if used appropriately. Short small group whole class lessons and small group activities are great for IWBs and a fantastic way to illustrate expectations for students for activities. Of course, there are some challenges as well. It is stationary so you have to plan your lesson around one spot, similarly to you reading a book and students sitting and listening. I find the ActiveInspire software to be older and can lag with newer MacBooks at times. One of the biggest challenges is that teachers are often not trained in how to use them. Just like with any piece of technology or a new program at a school, without training we can’t expect our teachers to be successful to the extent we would like them to be. Often the lessons can be a bit time consuming to make. However, I would argue that often when making your own content, you need to take the time to create quality instructional tools (whether technological or not). In addition, because resources are built using a computer, the teacher can save and reuse resources easily as well as share with others. In addition, using technology helps to engage students using 21st century tools. Thus, it is important to explore all options, including the IWB. Nielsen (2010) states that the teacher’s back is to the audience most of the time when using the interactive whiteboard. My question is ‘Why is the teacher at the front of the room using the IWB?’ While I understand the need for teacher led sections of lessons, in my eyes, it should be the students who are at the front of the room interacting with the board. Thus, leaving the teacher to speak facing the students and move freely around the room. Typing is a skill that is learnt but it doesn’t replace writing (or writing on an IWB). Handwriting and printing will always still be needed in education.I also disagree with Nielsen’s thoughts about professional development. I believe professional development is useful for any tool. Many teachers don’t have the time to just ‘figure things out’ when they have a number of other responsibilities each day. With tailor professional development, teachers can learn the skills they need to be effective. Neilsen seems to have a very narrow view of the use of the interactive whiteboards. Interactive whiteboards do not just have to be for whole-class lessons with the teacher at the front as Neilsen (2010) suggests. Rather, if used appropriately can be integrated into the classroom and used as needed just like any other resource. The benefit of IWBs is that the tool can be used by up to 4 people at the same time (which is not the case for an iPad or laptop computer). Our school is about to embark on a new trial of comparing Promeathean boards to SMARTBoards and also how to best use the SMARTBoards in our classroom. We have replaced 1 Promeathean board with a SMARTBoard and will be working with that teacher to develop this trial. We are not sure what we will find out or the full details of this trial but it should be interesting to use what we know about IWBs to compare and contrast and find best practice for making them useful tools in our school. References Nielsen, L. (2010, December 8). Are interactive whiteboards a smart idea when they make even the most innovative of educators look dumb? – 10 reasons to ditch the board [web blog post]. Retrieved fromhttp://theinnovativeeducator.blogspot.com.au/2010/12/are-interactive-whiteboards-smart-idea.html Keyboarding is a skill just like learning your multiplication tables, collaborating with others and learning to read. You can type if you understand how to read letters and spell, but you learning proper keyboarding skills can help you be more accurate, save time, present your work in a variety of ways and be able to share typed documents with others easily (Roblyer & Doering, 2014).Knowing how to use word processing documents effectively can enhance the learning experience.
I believe students should learn start using word processing when they are exposed to using laptops and computers. At this time it is also necessary to begin teaching keyboarding skills concurrently. In our school, our 1-1 laptop program begins in Year 3. At this point, students should begin to focus more of their final products as being published online. By teaching students how to keyboard at this age, it will also allow them the ability to type with more speed and confidence. As teachers teach word processing, they need to also explicitly teach different skills within the word processing programs. This is an excellent time for teachers to talk about design, visuals and digital literacy. With anything, the more time you spend learning something, the better you will become at it. Thus, the more students are exposed to proper keyboarding techniques, the more proficient they will become. In addition, as students spend more time learning keyboarding, this also means they are spending less time on their handwriting skills. It is important that students know how to write and read letters before beginning keyboarding. I believe that there should not be a 100% transfer to keyboarding from handwriting as handwriting helps students develop their fine motor skills. Both of these skills are important and help students develop different needs. Last year I previously taught Year 5 and almost all writing assignments were submitted via online tools (such as Google Docs, FlipSnack, e-portfolio etc.). This was easier for me to read as a teacher as I didn’t have to worry about decoding handwriting that was messy. I was able to take only my laptop home rather than a stack of books. My students were allowed to do their rough draft on Google Docs, thus allowing for corrections and feedback to be easily done using comments and suggestions by both peers and the teacher, saving valuable learning time as well. Another point to note about using online tools is the accessibility options that are built into many of the word processing programs. Whether it is speech to text or text to speech, highlighting of words or increased font size, many programs allow the accommodations needed for students to succeed. Autocorrect was of great importance to one student in my class with dyslexia as it allowed him to gain more confidence with spelling and also get the instant feedback about incorrect/correct spelling and how to fix it. The downside to spellcheck is that sometimes it changes a word to another word than the one you want. Thus, students must still read and review before submitting. With any technology tool, it is important to remember that it is still just one of many tools for teaching. No technology can replace bad teaching. If students don’t understand the writing process, then using a word processing software will not make their writing better. It is still up to the teacher to teach students using best practice and the best tool to support their learning intentions. References Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching [Sixth Edition]. I work at an international, PYP school in Singapore and we indeed have an Acceptable Use Policy. In fact, in my new role this year as EdTech Coach, I actually had to rewrite the Acceptable Use Policy in conjunction with our Director of Education Technology.
The AUP is for all students in our school. In the primary level, students use the school's technology whether that's iPads/iMacs in Kindergarten - Year 2 or the 1-to-1 laptop programme in Years 3-6 or the BYOD (MacBooks) from Middle School onwards. There is also a teacher's AUP as well as now a parent AUP as the Middle/High school parents have school emails to access ManageBac. One of the major challenges is finding wording that is suitable for all students, especially the younger year groups. This year we rewrote it to make it more positive and student friendly. Thus, instead of saying "Don't do this", it now reads "We will...". This provides a more community approach that we all are responsible for abiding by the rules and frames it in a way of what students should be doing. Our Acceptable Use Policy is broken down into different sections: 1. Be polite and respectful 2. Be responsible 3. Care for the devices 4. Keep your information private 5. Access appropriate information 6. Reference your work 7. Discipline 8. Social Media Each section is expanded on with a few key bullet points. The social media section was added this year to fill a much needed gap. While we do not use social media often at our school, it is important to have the policy in place for if/when we use social media for specific needs. The other challenge with developing an Acceptable Use Policy is that technology is always changing and the policy needs to be created in a way that will allow for new technologies to be fit in to the existing AUP. Thus, not always so specific to a certain tool but rather more the overarching ideals. When going into each of the classrooms to talk about the AUP, I had to have very different approaches for the younger and older students. Some classes were more of a discussion while others were hands on practice of how to hold, carry, use, etc. the devices. I am interested to review the document after a year in the role and see what I would change after experiencing the role and the challenges within it. As students become more technologically savvy, the more they want to communicate via social networking. Social networking for students has become an integral part of their daily lives. Whether it is Facebook, Snapchat, Twitter or Instagram, students want to share aspects of life with others quickly and publicly. Roblyer & Doering (2014) state that social networking is a distraction and often increases cyberbullying. However, students have a lot to learn from using social networking if teachers use it as an educational tool and resource.
Many schools have acceptable use policies that will discourage cyberbullying and even the use of social networking on the school campus. Some schools have sites such as Facebook blocked on school networks but this doesn’t eliminate the usage of these social networking sites outside of the school boundaries. Many students still also have personal devices (ie: cell phones) which they can access the social networking sites on campus. So is it really the best solution to ban them? Perhaps the better method of dealing with the risks of online social networking is educating our students on how to be positive digital citizens and leaders. One of the things teachers can do is educator students with a proactive stance. By teaching students how to create strong passwords, not to share passwords and report to adults when someone they don’t know contacts them or someone is acting inappropriately online. Students need to understand how digital literacy is applicable to them and use online etiquette when communicating with others. In addition, students need to be educated about how to deal with cyberbullying. Thus, they need to learn how to become more resilient and act responsibly. Again, by taking a proactive approach to this issue, students will have the required skills and strategies to help them successfully navigate a situation when an issue does arise. As a teacher, I also feel it is important to model appropriate online behaviour. This past year, we used Edmodo which mimics Facebook for students in a more private setting. The students learnt about creating online profiles that were appropriate for their grandmas to see and learnt how to communicate effectively and appropriately with others online. Google Classroom can be used in a similar fashion. My students know that I have a Twitter account and that I use it for a specific purpose - education. This social media network to me isn’t for my friends and family. We talk about setting clear boundaries of who you will ‘friend’ and who you will not. In addition, I have had a weekly Gmail Home Writing programme for the last two years with my Year 5 students. This has helped them grow in their understanding of proper email etiquette and online communication. These skills can be transferred to other areas of online communication as well. There are a number of great resources to help educate students as digital citizens: Common Sense Media Digizen.org Graphite Digital Bytes Digital Passport Digital Compass Media Smarts Ribble (2009) outlines the nine elements of being a digital citizen. If teachers adequately taught the necessary skills to be a good digital citizen, it is the hope that there would be a decrease in cyberbullying. We will never be able to stop our students from participating in online social networking sites. However, it is our job to educate them so they may make choices they can be proud of and communicate in a safe manner with others. References Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching [Sixth Edition]. Ribble, M. (2009). Passport to digital citizenship: journey toward appropriate technology use at school and at home. Leading and Learning with Technology, 36(4), p. 14-17. I was born in the late 80s and began school in the early 90s, thus I entered into the Internet Era pretty much from the beginning. For almost as long as I can remember we had a computer at our home. Although, as a child, I was not allowed on it as often as I may have liked and was usually restricted to about 30 minutes a day until it became necessary to have word processed assignments in high school. Primarily I used the computer at home as a means of entertainment to play simple computer games. As time moved on to the late 90s and early 00s, I began to use our home desktop computer to communicate with my friends via MSN and other social media means. This allowed the computer to be a true source of interaction and communication amongst those most important in my life.
In terms of technology in my schooling, we didn't have desktop computers in my class when I began elementary school. However, we did have a computer lab. As a class, we had a computer class once every other week. I still remember learning about putting a floppy disk into a computer and how you could save files to the disk. As I moved into upper elementary, I transferred to a different school. This school had desktop computers (2-3 per class) in the classrooms. This allowed us to publish our work through word processing programs. It was an expectation that our assignments were completed in this way for most things. As I had the computer at home, it became helpful in ensuring my schoolwork was properly completed. In high school, again we only had a computer or two in some of the classes. However, we did have a library with computers we were allowed to use for our work when we had time. We also had computer classes. In Grade 9, all students were required to take an introduction to computers and technology course where we learnt about spreadsheets, the way computers worked and its parts, simple graphic design and proper typing. While I actually hated this course with a passion, it did prove to provide me with the foundations of technology that I would need in order to be successful as I moved on in my career and education. I was truly a child that grew up in the internet era using technology for communication, entertainment, education and more. In university, I received my first laptop. This became my lifeline to success. I took all of my university notes in Word documents, accessed the school's online library for journal articles and used the Blackboard Learning System to communicate with professors and gather weekly class notes. All of my assignments were required to be published online and submitted through Turnitin for academic integrity. University was also my first exposure to things like DC++ (online sharing and downloading amongst university students). The ethics behind these became something that was an interest to me. I chose a university for my education degree that had a focus on technology. We learnt about using things such as Interactive Whiteboards, clickers and a variety of presentation tools. At the time, it often seemed as though the technology was the way to teach and not necessarily a tool or resource just like everything else in your classroom. I think this was something I really began to understand better in my 2nd year of teaching when I had my own 1-to-1 laptop class. My first year of full-time teaching was teaching Grade 1 in Beijing at an international bilingual school. I was shocked when I arrived in little to no technology, only 1 computer lab for the entire school and no computers in my own classroom. After training at a university that valued technology in education, I had ended up in a place quite the opposite. Luckily, I moved on after 1 year to an international school in Singapore where I taught Grade 4 with 1-to-1 laptops. It was a huge adjustment and I had to learn quickly all the applications and how to best teach them to my students. We are a Google Apps For Education school and we use our laptops on a daily basis. They are a resource that can be picked up and used or may just sit there for a few lessons untouched. We really emphasise the skills that will help our students be successful in the 21st century rather just how to do something. We also use a lot of mobile technologies including iPods and iPads when necessary. The students have e-portfolios that they work on throughout the year and regularly share them with their parents. Next year I am moving into an education technology coach position. I am excited to help teachers utilize the technology in the classroom as it changes and evolves. I know I will have to really support them with best practice and do a lot of research and professional development for the teachers so they don't feel burdened or overwhelmed with the technology that is ever-changing. While I may not have been a part of all four eras of digital technologies, I look forward to what's to come and the next edtech challenge. Social media allows individuals to have a platform to communicate and connect around the globe. I agree that the bullying can continue away from the educational institute, causing the student to ever have an escape from the bullying.
We do not use social media too often with our students, have an acceptable use policy and most social media sites (Twitter, Google+ , Snapchat, etc.) are blocked on the school network. Unfortunately, this does not eliminate what happens on cell phones and personal devices that are not connected through the school wifi. One of the ways I have worked with students in a closed and supportive social media network is through Edmodo. Edmodo mimics Facebook for students in a closed group that is created and monitored by their teacher. Students can communicate, share resources, etc. in small groups, through the discussion feed and learn how to navigate social media. When using Edmodo, we discuss a lot about digital citizenship, digital footprints or digital tattoos, online identity, creating profiles, how our 'brand' is seen by others, etc. It allows students exposure to social media without some of the challenges that are experienced through open social media tools. I have personally not had to deal large scale issues of cyberbullying. However, social media also has the opportunity to take a turn for the worst allowing the 'trolls' to come out. I use Twitter to build my Personal Learning Network (PLN), gather ideas and resources, and share resources I have created. I find it to be a positive experience, though some of my colleagues have had very different experiences where people have 'trolled' them. Trolling is when someone posts negative or mean comments at another user. My colleague had others call him all kinds of things just because he had a different opinion to theirs. These are educators. If adults who are supposed to be role models for their students spend time trolling the internet, how can we expect our students not to? We as educators have to role model for our students safe and responsible use of social media. It was nice to see when I read the article 'Why Twitter is Finally Taking a Stand Against Trolls' (Lapowsky, 2015) that the social media sites themselves understand the importance of not tolerating people who cyberbully others. Twitter is flagging inappropriate comments, indirect threats, violent threats, underage usage etc. This is essential for making the social media experience enjoyable for all users and it is positive to see resources put into identifying and eliminating those who do not wish to use social media in a positive manner. References Connect With Students and Parents in Your Paperless Classroom | Edmodo. Retrieved September 12, 2015, from http://www.edmodo.com/ Why Twitter Is Finally Taking a Stand Against Trolls. Retrieved September 20, 2015, from http://www.wired.com/2015/04/twitter-abuse/ I'm not a Primary, Middle or High School Teacher. I'm not a homeroom teacher, but also not a single subject teacher. I attend planning meetings, staff meetings but yet teach no specific classes to call my own. I am an EdTech Coach.
I never expected to be in a role such as this (though enjoying every second of it). It has been a whirlwind of excitement, challenges and fun the first month back in action. But after a day of professional development dedicated to inquiry in the primary classroom, it does get me thinking in a way I haven't before and I'm stumped. I've sat all day in a workshop with ideas filling my mind of things I could do slightly differently with students in my classroom, how I could try different strategies to make my lessons more inquiry-based. Then it dawned on me... I don't exactly have a class of my own to try things out on like I have in the past. I've always come back from professional development excited to test my ideas on my guinea pig students. I'd jump in Monday morning with new tricks, strategies and projects to try. My students would work through things alongside me and figure out how to make them work in our given environment. Usually, my students would build on my ideas and make them better than my original ones and off we went flying. Now I've got ideas. But no class of my own to try them out on. It's a lot easier to try an idea on a large scale in your own class and be okay with whatever direction it takes (even if it is not the most favourable and you have to find a way to redirect it). It is a lot riskier to do the same thing in someone else's class when at the end of the day someone else is accountable for documenting the student's growth and process. Professional development has to change for me now. How can I take my learning and use it to support the teachers in their classroom and planning? How can I take my learning and use it to change the way I facilitate professional development? How do I still use these ideas that I develop at professional development sessions and still be able to try them in a classroom that is not my own? Change is good and sometimes it just takes time to wrap your head around how to best go about new situations. It's not that it's not possible - just thinking about how to best make the connections from learning to application in different avenues. Year 3 is a unique year group at our school. It is the time when students transition from the early years programme to the junior years programme in the PYP. But to our students, it also means the transition from using iMacs and iPads to laptops.
The introduction to MacBooks can be challenging at any age group but there is no lack of enthusiasm amongst this group of 7 and 8 year olds. Students in Year 3 share a laptop cart amongst the three classes, thus, it is simply a teaching tool like any other resource in the classroom. After sitting down with the year group teaching team, it was clear we needed a plan in place to help our students transform this teaching tool into a functional part of the classroom. We've created Year 3 EdTech Boot Camp for the entire year where students will develop technical skills to be applied in class and instruction on a regular basis. The lessons will be linked to the units of inquiry throughout the year wherever possible with the goal of moving towards a full one-to-one laptop programme in Year 4. It is exciting to have a regularly scheduled lesson with each of the year three classes every week and to be able to see their progress. We started by reviewing the Acceptable Use Policy as a class and how we could demonstrate role model behaviour through our interactions with the laptops. This is something that is to be also reviewed by parents with the child before signing and returning. It was no surprise that the forms were back in quickly as they forms had to be returned before the laptops came out of the cart. And then today happened...the students finally got their laptops. Beaming with excitement, they eagerly found their way over to the laptop cart and retrieved their numbered laptop hugging it with two hands and showing it love all the way back to their desks. As they patiently waited, there was chatter amongst the students until I finally gave the magic word to open the laptop and turn on the laptop. It's been a few years since teaching the younger year groups and it was evident that quick thinking to have hands behind the back, or on the head as an instruction was key. The students first learnt how to '1/2 way down and turn them around' with their laptops (and yes, there is a new dance move that goes with that). The eagerness was oozing from the students. As a class, we established a secret word that would replace 'go' and instantly students were more patient about waiting for the instructions. The first thing we did was find the spotlight search and then have a little fun finding PhotoBooth to take a picture or two. It was important to start off with something that not only the students would have success doing but also would be fun. By allowing them the chance, we were able to also talk about some necessary skills such as searching for apps and how to close apps when we were finished. We then wanted the students to be able to become familiar with some of the terminology such as launchpad, dashboard, and home screen. The students also had fun figuring out how to move between application screens on their MacBooks. I also wanted to them to be able to have tools they could use immediately in their classrooms so I targeted two applications: the dictionary for language and the calculator for mathematics. It may seem simple but if students are able to locate and use these functions regularly, we will be able to easily build off these. First we looked up the word role model using the dictionary. We had a great question with one student unsure of what one of the words meant in the definition and we had a discussion and trial of how we could further expand our vocabulary by double clicking on the word and defining it as well. Then we moved over to calculator. I asked my students to use the calculator to find the solution of 25x25 (a mathematical equation not easily solved by the average Year 3 student). Students began figuring out some of the symbols on the calculator and patiently waited to whisper the answer. The session passed in a split second and it was time to head home. I asked the students in small groups to return the laptops to the cart. I was impressed to see they hadn't yet forgotten about hugging their laptop with two hands as they carefully placed their laptop on the shelf and charger plugged in. One thing I did realize doing this lesson was that it takes time to put the laptops away. Again, it seems silly to think about but it takes a long time to get the students to go from shutting down to closure and finally to their laptop cart. I walked out with a smile and riding the high of their excitement. I may not have covered everything I had wanted to but what I did do was feel confident in the students' introduction to MacBooks and laptops. I can't wait to see them next week to see how much information was retained as well as how we can continue our learning as we log into our emails for the first time. |
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