Edmodo PD Manual

5/27/2018 Edmodo PD Manual

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Edmodo: Safe Social Media Collaboration forTeachers and Students

Annie Gervais, Christa McAuliffe Middle School ELA TeacherLetty Kraus, UC Davis History Project DirectorDeb Stetson, CSU Sacramento Math Project Director


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Edmodo: Gervais, Kraus, Stetson Page 1

0. TABLE OF CONTENTS

1 Introduction..3

a Giving-in to the social media in the classroom

b 21stcentury communication for 21

stcentury learnershow students are

communicating

c How technology in the classroom supports the Common Core State Standards

(CCSS)

2 Needs Assessment and Results... .5

a Purpose : Why use this technology in the classroom?

i Data about infusion of technology in society

ii National data about technology in schools

iii The need for professional development

b Local Needs Assessment

i

Purposesii Target Audience

iii Method of Gathering Data

c Analysis and Summary of Needs Assessment Data

d Implications for Design of Professional Development

3 Goals and Objectives for the Program...9

4 The Program: Edmodo-A way for teachers and

students to connect and collaborate .11

a Overview of the Program

b Agenda for Professional Development Program

i

Session 1

1 What is the Potential & Introductions

2 Creating Your Account

3 Creating Groups(Setting up your class)

ii Session 2

1 Planning Activities using Edmodo (for your students)

iii Session 3

1 Appswithin Edmodo Activity

2 Unit Planning

5

Resource Analysis for the Proposed Program......246 Challenges and Possible Methods to Overcome Them .......24


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7 Evaluation of Program Effectiveness ......24

a Pre Survey / Needs Assessment

b Session Evaluations (after Sessions 1 and 2)

c Post Survey of Final Reflection and Feedback (after Session 3)

d Follow-Up Survey3 months later

8

References ...29


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1. INTRODUTIONGiving-in to Social Media in the Classroom

The ancient Indian gurus and Greek pedagogues viewed the act of learning as something deeply

personal. Children did not just learn how to read and write, they learned how to become better

human beings. Ideas like the Socratic method encouraged students to challenge each other's ideas

through debate and to grow and mature into independent thinkers who aimed to learn more about

the world around them (Blair, 2012). In fact, isnt that the aim of the College and Career

Readiness standards? They are meant to prepare children to be adult citizens, which is finally a

more progressive idea than the old factory system of education. Dr. Anita Archer and Dr. Charles

A. Hughes book,Explicit Instruction (2011), defines effective instruction as containing six key

principles:

1. Optimize engaged time/time on task.

2. Promote high levels of success

3. Increase content coverage.

4. Have students spend more time in instructional groups

5. Scaffold Instruction

6. Address different forms of knowledge.

The entire teaching profession strives to teach more effectively, even the teacher of the year. So

how can social media help you to do this? Using a protected social media site called Edmodo,

students can engage in a sort of micro-blogging, whereby they are able to interact with each

other, and with their teacher in a more one-on-one fashion.

Edmodo is not simply giving in to social media. It redefines social media for the classroom and

slams down the walls in the process. As one veteran user of Edmodo put it:

When most teachers hear Social Media, they are put off by the concept and most likely

dont see a use of [sic] it in education. Thats why Edmodo worksits not strictly a tool

for Social Media, but instead a School Media. Once teachers see the use of

Edmodo[they] respond to it. Its a micro-media for studentsthat allows students to

connect with other students and their teachers in a safe environment. The use of

technology in the classroom, like the pencil, is here to stay, and Edmodo is a great step in

helping teachers adopt and adapt to thisBrave New World in our classrooms without

a lot of fear (J.R. Benuto, Personal Communication-April 22, 2013)Teachers and students can connect 24/7 if desired, and all while learning to be appropriate

technological citizens of the world.


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21st Century Communication for 21st Century Learners- How Students are Communicating

A paper given at the SITE Conference in 2011 (?) discusses Edmodo as juxtaposing the

informal nature of writing on the internet with formal assignments given by a teacher through an

internet site [causes] students to think critically about the purpose of their communication. As a

result, students can practice important internet skills in a secure, adult-moderated environment

(Holland and Muilenburg).

According to a 2011 PEW Research study (Table 1.1), students today are on the internet almost

every day:

and the same students (12-29 yr olds) use the internet more than any other age group, as

demonstrated by Table 1.2. Lastly, more than 70% of teens and young adults use social

networking sites, as demonstrated in Table 1.3 Why not encourage them to use it for learning?


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How technology in the classroom supports the Common Core State Standards (CCSS):

The CCSS both in English Language Arts and in Mathematics call for students to gain

technological literacy:

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with others.

CCSS.MATH

Students at various grade levels are able to identify relevant external mathematical

resources, such as digital content located on a website, and use them to pose or solve

problems. They are able to use technological tools to explore and deepen theirunderstanding of concepts.

2. NEEDS ASSESSMENT AND RESULTSPurpose: why use this technology in the classroom?

Information and communication technologies (ICT) have become integrated into every area of

modern life transforming how we learn, collaborate, solve problems, access information and

express what we know (NAGB, 2010). As ICT tools have become established in the very fabric

of societys work and play, theyhave tremendous potential to transform the way we learn in

school. The reports from leading education agencies reflect this. For example, the National

Education Association (NEA), together with the Partnership for 21stCentury Skills identified six

elements of 21st century learning including using 21st century tools to develop learning skills,

teaching and learning in a 21st century context, and learning new 21st century content. The

National Assessment for Educational Progress has recently developed a new test for Technology

and Engineering Literacy. And the Comparative Media Studies Program and MIT recently

published Confronting the Challenges of Participatory Culture: Media Education for the 21st

Centuryin which they assert

the new literacies almost all involve social skills developed through collaboration and

networking. These skills build on the foundation of traditional literacy, research skills,

technical skills, and critical analysis skills taught in the classroom. P. 19

The National Education Technology Plan (NETP) published by The U.S. Department of

Education corroborates what entities such as the NEA, NAEP, and the Partnership for 21st

century skills have articulated or signaled as important for todays learners. The NETP report

published in 2010 declares literate and fluent users of technology as vital to Americas

individual and collective economic growth and prosperity and necessary for our democracy to

work (p. v.) and calls for revolutionary transformation with technology at the core.


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With national attention focused on the promise and challenge of technology and 21stcentury

learning then, it follows that schools and teachers be similarly focused. A 2008 report by the

National Center for Education Statistics (NCES) surveyed a nationally representative sample of

districts teachers and schools and is part of a larger tracking effort begun by the Office of

Educational Technology in 1994. The report suggests the prominence of technology in the

educational landscape. 90% of school districts provide infrastructure and online resources for

their teachers with nearly that many offering administrative tools including space for teacher web

pages to post class materials. Over 70% offered online access to the library catalogue made

available to all students. More than 60% in elementary and 80% in secondary offered electronic

storage space on a server to all students. More than 80% of these districts had written policies on

acceptable student use of email, with nearly as many on social networking websites, (76%), and

over half on wikis and/or blogs (52%). (Gray & Lewis, 2009. P.3).

With the majority reporting solid infrastructure and policies in place for technology, over 90%also reported offering PD in integrating technology into instruction including using the internet

and communication tools. However, just over half (52%) of the districts reported employing a

full time staff member responsible for education technology leadership (p. 3). Finally while more

than 80% percent of the districts in the survey agreed that teachers were interested in using

technology to teach, just over half agreed that teachers were sufficiently trained to do so (p.3).

Other reports suggest that technology is simply not a priority for teachers. The most recent

Professional Learning in the Learning Profession report states that only 14% of teachers

surveyed identified using technology in the classroom as a top priority for PD

Even as technology has become the norm in classrooms across the nation, the advent of web

2.0 tools has transformed the way society interacts with each other and has brought new

possibilities for participatory and collaborative learning which afford and new potential to

transform teaching and learning. However the new media landscape created by web 2.0 tools

requires new media literacy. Given this need, schools have a responsibility to devote increased

attention to developing this new literacy and teachers must be provided with professional

development opportunities to learn what that entails. Teachers must become experts in using

computer mediated communication tools that will provide age-appropriate learning experiences

to develop these new literacy skills. Edmodo is one such tool.

With the growing pressure to address what students need in the 21stcentury, it is not enough to

have just over half of the teachers in our nations school districts sufficiently trained to integrate

technology into instruction. There is a need for more professional development if we are to be

adequately prepared to meet the needs of learners today.


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Local Needs Assessment:

Purposes:

Our needs assessment was designed for two purposes.

1. Determine which teachers might benefit from taking our workshop on Edmodo in

the classroomwe are making an assumption that the teachers that will benefit from our

initial effort in this type of PD are those who demonstrate an intention to try it in their

classroom. As technology advances it leaves behind those who are not trained or not

interested. We want to identify those who might be interested and develop a training that

we think will fit their needs and build their capacity for using a computer mediated

communication tool, specifically Edmodo, in their classrooms.

2. To determine our potential participants learning needs and preferences

Target audience:

Teachers who are interested in using a tool for collaboration will be targeted.

Method for gathering data:

We gathered data through an online questionnaire, survey monkey, because it is cost effective

and respondents can remain anonymous. The survey link was emailed to 97 K-12 teachers in a

professional development data base and 23 colleagues of our group members. At the time of this

reporting, we had 47 respondents.

Analysis and Summary of Needs Assessment Data:

Our findings suggested a possible correlationthe

teachers who said they would be extremely likely (EL)

or somewhat likely-cool if I had time (SL) to use

technology in the classroom (76%) were also the teachers

who reported using technology with the greatest

frequency in their own lives in the last 2 weeks. (See figure 1.) The EL and SL teachers

reported using technology 1.4 times more than teachers who stated Edmodo use was possible,

not sure, sounds challenging (P), and 1.7 times more than the teachers who stated their use of

Edmodo was not likely or not at all . This supports the notion that those teachers who use

technology with greater frequency in their own lives are more likely to consider its use it in the

classroom.


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0

5

10

15

20

1 to 3 4 to 7 8 to 12 13 to 18 18 or

more

Number of Teachers

Number of

Teachers

0102030

405060708090

# of Teachers

% Having Comp

Access for Each

Student or Pair

Another factor that shows a potential

correlation to likelihood that a

teacher will consider the use of a

website like Edmodo, is the

availability of technology for each

student. Of the EL and SL teachers

reporting, 76% reported that each

student or each pair of students had

access to computers (desktop or

laptop or tablet) in a lab setting, on a

cart, or in the classroom. In contrast,

only 50% of the teachers stating they

would possibly use Edmodo reported similar access for each student in their classes.

21% of the respondents had been

teaching 7 years or less. All of

those teachers said they would

be likely (time permitting) to use

a website like Edmodo with their

students. If workshop space was

limited we might target these

teachers with fewer years of

experience first for our program

first.

Implications for Design of Professional Development

Teachers that marked they would "possibly" be interested in our technology training did not seek

face-to-face instruction as much as the others. More of them expressed a desire for online

instructions, and not online video. We conjecture that this is due in part to the idea that these

teachers do not see how technology can be used effectively and in part to the amount of time

required for the teacher and the students. They expressed a preference for online instructions, so

they are able to go online to move through the material at their own pace. We might use this

point to convince teachers of the potential of Edmodo as a way for learners to progress at their

own pace, while also sharing its value as a place to connect with other educators and find lessons.

Finally it was clear that willing teachers preferred to have choices for how to access learning

activities e.g. face-to-face, online instructions or partners using online instructions. Thus a

combination of approaches would serve more teachers better.


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3. GOALS AND OBJECTIVES

Workshop participants will

Benefit from social media style tools for learning Set up classes and groups within classes Plan instruction and assessment Organize instructional materials Connect, learn from and share with other teachers in their discipline

How the Goals and Objectives will be met:

PD Goal-Participants will: Workshop Activities

Understand the benefits of social media for

learning~Direct instructionlecture/PPT

Be able to set up classes on Edmodo including

connecting with other teachers in their

discipline to learn from and share with each

other

~Direct instruction

~Participants will join at least one community

~Participants will interact with a community

they follow by posting a question, answering

a question or sharing a resource

Organize instructional materials and plans

using the Planner, Library, and SchoolTube

~Participant will use the planner to chart out

one unit of instruction and add instructional

materials to the library during the workshop

Increase the quality and quantity of group

discourse by setting up and moderating group

discussion online

~Participants will take part in a model

discussion during the workshop

Identify, retrieve, and know how to use apps

such as Subtext and Flashcards to facilitateinstruction and assessment

~During the workshop Participants will take

part in a demonstration of an app and thenchoose apps to add to their own sites

Use Edmodo to design discipline-specific

technology-enhanced activities for their

classroom

~Participants will create a lesson plan

facilitated through Edmodo that utilizes the

Library and apps and includes a collaborative

activity such as group discussion.


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4. THE PROGRAM: EDMODO A WAY FOR TEACHERS AND STUDENTS TO

CONNECT AND COLLABORATE

Overview of the Program:

We propose to conduct an after-school workshop series including three 3-hour sessions for interested

teachers. All teachers will attend the first hour of face-to-face instruction, and then can choose either 1)

to utilize the online instructions and complete activities on their own using the Edmodo site as the

platform for instruction, or 2) to continue attending the training provided by facilitators face-to-face.

After the third session, teachers will be encouraged to implement the activity and unit plan they have

developed through the sessions. A follow-up survey will be conducted 3 months after the last session in

order to determine challenges and successes that teachers have with classroom implementation.


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Session Agendas:

EDMODO:APROTECTED PLACE

FOR TEACHERS AND STUDENTS AND PARENTS TO COLLABORATE ONLINE

TAKING IT TO YOUR CLASSROOMAfter the initial Kick-Off Meeting, participants can use online instructions to complete the Take it to

the Classroom activities if they wish, in lieu of attending the face-to-face meetings. Participants willchoose the method of instruction that best suits them.

Face-to-Face: 1-hour Kick-OffWhat is the Potential of Edmodo?

Instruction (45 min.)Take it to the Classroom (15 min.)

1. Pre-Surveyadministered

2. Participants use the Create a Name Glyphactivity to introduce themselves to the

group

3. Demonstration from teacher experienced with Edmodo. Incudes showing the site

and what students can do

4. Guided exploration of an operating Edmodo site.

Participants now have the option to continue Face to Face or proceed on their own online

Session 1:

Create an account: Interactive Instruction (30 min.) Take it to the Classroom (30 min.)Online Face-to-Face

Use your own computer and set up an

Edmodo account using online instructions

for Creating an Account.

You could work with a partner at your

school.

Join at least one communityInteract with a community they follow by

posting a question, answering a question or

sharing a resource

Facilitator will lead session and be available

for support.

Take it to the Classroom:

Use a lab computer toset up an Edmodo

account.

Join at least one communityInteract with a community they follow by

posting a question, answering a question or

sharing a resourceCreating Groups (A Word about Privacy) Interactive Instruction (30 min.) Take it to the

Classroom (30 min.)Online Face-to-Face

Sign-in to the group for our class, and take

the poll about how students might learn in

online discussion. Respond to at least 2

colleagues.

Use your own computer and set up a group

for your class using the online instructions

for Creating Groups.

A word about privacy


school.

Take a Poll:Session 1 Reflection & Feedback

Facilitator provides instructions about how to

set up groups and how use the code to keep

things private.

Sign-in to the group for our class, and take

the poll about how students might learn inonline discussion. Respond to at least 2

colleagues responses.

Take it to the Classroom:

Create a groupfor your class

A word about privacy

Take a Poll:Session 1 Reflection & Feedback


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Edmodo: Gervais, Kraus, Stetson Page

Edmodo- Taking it to your classroom

Step 1Creating your Edmodo Account

1. Open an internet browser on a laptop or desktop computer. Do not use a mobiledevice for this step

2. Enter the address:www.edmodo.cominto the address bar:

3. This is what should come up on your screen, perhaps with a different backgroun

4. This box will come up:

Click Here

a. Click here to select your title.

b. Enter your name (Edmodo will

change it to your title for

students)

c. Enter an email you check

frequently.

d.

Create a secure password youllremember.

Dont forget to check this

box, then press Sign Up.
http://www.edmodo.com/http://www.edmodo.com/http://www.edmodo.com/http://www.edmodo.com/


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5. When you are successful, you will see this:

6. After you have entered or chosen your school, you will see this with your own

schools name:

7. Click on Update your Teacher Profile.

8.

You will see this next:


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9.You may choose to upload a photo of yourself, or another image. I use an image I

duplicate on the students syllabus, so their parents know its really me.

10.Click Next: Follow Communities, and this will appear:

11.Choose whichever ones you want to follow by clicking on them, and they will loo

like this:


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12.Edmodo will then take you to your homepage, which looks like this the first time

you see it:

13.Congratulations! Youve created your account!


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Edmodo--Taking it to your classroom

Step 2. Creating Your Groups

1. You can create your first group by clicking in one of two places:

2. Then you will see this:

Type a class name here, for example:

EDTE282 PD Sample Group, or 2013 Per 1


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3. You can either click Create afterjust entering Class Name, Grade, and subject o

you choose how you are going to moderate the posts of your students:

4. I usually default all new members to read-only at the start of the year. This means

that students can see my posts, but cant post yet themselves, until I teach them th

rules of posting, because it can be un-done later by going here:

5. You will see this once you have created the group. Give students the code to let

them access your class:

6. Now youre ready to post!

When you choose Group

Settings, then you will seethe same box as steps 2 and

3 above.


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Session 2:

Planning Activities Using Edmodo: Take it to the Classroom (90 min.)

Online Face-to-Face

Develop an activity for your students

using the tools from Edmodo. Refer to

the Critical Thinking Rubric for

applicable information

Include an online discussion as part of

your plan. Refer to the Online

Collaboration Rubric

Post a summary of the lesson on our

class Edmodo site


school.

Take a Poll:Session 2 Reflection &

Feedback

Write a lesson plan using the tools from

Edmodo for your students. Refer to the

Critical Thinking Rubric for applicable

information

Include an online discussion as part of

your plan. Refer to theOnline

Discussion Rubric

Post a summary of the lesson on our

class Edmodo site

Additional experienced Edmodo users

will be present for assistance

Take a Poll:Session 2 Reflection &

Feedback


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Assessing Effectiveness of Student Participation in Online Discussions

Category 1 2 3 4 POINTS

Promptnessand

Initiative

Does not

respond to

most

postings;

rarely

participates

freely

Responds to

most postings

several days

after initial

discussion;

limited

initiative

Responds to

most postings

within a 24

hour period;

requires

occasional

prompting to

post

Consistently

responds to

postings in less

than 24 hours;

demonstrates

good self-

initiative

Delivery ofPost

Utilizes poor

spelling and

grammar in

most posts;

posts appear

"hasty"

Errors in

spelling and

grammar

evidenced in

several posts

Few

grammatical

or spelling

errors are

noted in posts

Consistently

uses

grammatically

correct posts

with rare

misspellings

Relevance ofPost~Posts topicswhich do not

relate to the

discussion

content;

~makes short

or irrelevant

remarks

Occasionallyposts off

topic; most

posts are

short in

length and

offer no

further

insight into

the topic

Frequentlyposts topics

that are

related to

discussion

content;

prompts

further

discussion of

topic

Consistentlyposts topics

related to

discussion

topic; cites

additional

references

related to topic

ExpressionWithin the

Post

Does not

express

opinions orideas clearly;

no

connection to

topic

Unclear

connection to

topicevidenced in

minimal

expression of

opinions or

ideas

Opinions and

ideas are

stately clearlywith

occasional lack

of connection

to topic

Expresses

opinions and

ideas in a clearand concise

manner with

obvious

connection to

topic

Contributionto

theLearning

Community

Does not

make effort

to participate

in learning

community as

it develops;

seemsindifferent

Occasionally

makes

meaningful

reflection on

groupsefforts;

marginaleffort to

become

involved with

group

Frequently

attempts to

direct the

discussion and

to present

relevant

viewpoints forconsideration

by group;

interacts freely

Aware of needs

of community;

frequently

attempts to

motivate the

group

discussion;presents

creative

approaches to

topic

TOTAL*Rubric from California State University at Hayward EDUI 6707, available at

http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html
http://www.westga.edu/~distance/ojdla/spring51/edelstein51.htmlhttp://www.westga.edu/~distance/ojdla/spring51/edelstein51.htmlhttp://www.westga.edu/~distance/ojdla/spring51/edelstein51.html


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Session 3:

Apps in Edmodo (e.g. Subtext, Flashcards, etc.)Interactive Instruction (30 min.) Take it

to the Classroom (30 min.)

Online Face-to-Face View online instructions showing

potential for apps in Edmodo

View online instructions about how to

get apps through Edmodo for your

students to use as tools on your class site

Test some apps to determine if they

would be useful for your students

View online video showing potential for

apps in Edmodo

View online instructions abouthow to

get appsthrough Edmodo for your

students to use

Test some apps to determine if they

would be useful for your students

Unit Planning: Take it to the Classroom (90 min.)

Online Face-to-Face

Write a Unit Plan outlining use ofEdmodo tools and projects for students

Post summary of your plan on our class

Edmodo site

Write a Unit Plan outlining use ofEdmodo tools and projects for students

use the planner to chart out one unit of

instruction and add instructional

materials to the library

Post summary of your plan on our class

Edmodo site

Jigsaw sharing of Unit Plan ideas and

Activities developed in the last session

Additional experienced Edmodo users will

be present for assistance

Feedback and Reflection (30 min.)Online Face-to-Face Take a Poll:Post SurveyFinal

Reflection and Feedback

In 3 months, well send you a request to

complete aFollow-Up Survey

Take a Poll:Post SurveyFinal

Reflection and Feedback

In 3 months, well send you a request to

complete aFollow-Up Survey


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Edmodo--Taking it to your classroom

Step 3: Apps in Edmodo

1. When you log in for the first time, you will see this:

2. When you are finished with the survey, you will see this:

3. Click here to go to the app store.

Click Here

to take the

app survey

and earn $50

in credit


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4. You will see this when you get there:

5. Lets install the Subtext app shown above onto our account. It happens to be free. Clic

Get the free app.

6. You will see this next:

How much credit

you have

Check this

box to

allow your

students to

use it. This

requires an

iPad.

Click here

to see paid

and free

apps.

To see

more

apps.


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7. Now lets install a paid one.

Go back to the Edmodo Store

Scroll down the page until you see this:

8. Choose a category:

When you select a category, it will be outlined in blue

9. Find the electronic Flashcards app:

10. When you click it, this will come up:

11. Congratulations! You have now installed apps for your class(es)!

Clicking this box will

allow all of your

students to use the a

This

shows the

price of

the app.


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5. RESOURCE ANALYSIS FOR THE PROPOSED PROGRAM

This program will require the use of a computer, an LCD projector, and internet access. This

professional development program could be utilize a school computer lab at a school at which a

group of the participants teach. Alternatively, participants could bring their own laptop

provided we have wireless internet access.

6. CHALLENGES AND POSSIBLE WAYS TO OVERCOME THEM

We may face challenges with recruitment. We will publicize the workshop through the

California Department of Educations professional development calendar, county offices, BTSA

providers, and our local California Subject Matter Projects.

As with any online program we might face challenges with technology. To ensure the best

possible situation we will do a practice run with all online segments to troubleshoot and fixanything that needs it.

7. EVALUATION OF PROGRAM EFFECTI VENESS

Pre-Survey/Needs Assessment:

1. Pardon our asking, what age are you?

(21-34, 35-44, 45-54, 55+)

2. Are you male or female?

(male, female, decline to state)

3. Which of the following would you find useful in learning how to use a new

technology? (Check all that apply.)

Face-to-face instruction in a class setting.

Online set of instructions or power-point at my convenience.

Viewing an online video at my convenience.

Work with a face-to-face partner and use online instruction together.

Seeing a finished product of what can be created/done with the new

technology.

Being able to post questions and read responses to others' questions in an

online discussion.

4. How many years have you been teaching?

(1-3, 4-7, 8-12, 13-18, 18+)


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5. Check the box that indicates your level of agreement with the following statements

about teaching and learning. (Strongly agree, agree, neither agree nor disagree, disagree,

strongly disagree)

Students learn by collaborating with other students.

Quality of student work is improved if it is prepared for an audience in addition to

the teacher.

Revising work is an important learning tool.

Peer feedback is an effective learning tool.

Teacher feedback is an effective learning tool.

Parent feedback is an effective learning tool.

Student projects are a good way for students to interact.

Student projects are a good way for students and parents to interact.

Technology can assist with student collaboration, revision, and project design and

completion.

Please add a clarifying comment if you like.

6. Overall, when it comes to digital technologies (such as the internet and email, social

networking like Facebook, devices such as tablets or iPads, smart phones, etc.) which of

the following statements best describes YOU?

I usually know more than my students.

My students usually know more than I do.

Our knowledge levels are usually about equal.

7. Check all internet related events that have occurred within the last 2 weeks for you oryour students.

(I do this, I know my students do this as part of their school work routine, I have my

students do this in class as part of my teaching routines.)

Use an online search engine (i.e. Bing, Google, etc.) to find information on the

Web.

Look for information on Wikipedia.

Use a social networking site (i.e. Facebook, Linkedin, etc.)

Use Twitter.

Create an online journal or blog.

Participate in a blog by posting comments.

Participate in an online discussion.

Create or update a webpage.

Create or update a webpage.

Upload a video so others can watch it or download it.

Upload other school related content to the internet.

Submit an assignment online for a course


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8. Check the box indicating your level of agreement with each of the following

statements about the impact of current digital technologies on students. (Strongly agree,

agree, neither agree nor disagree, disagree, strongly disagree)

They encourage focused collaboration between students.

They allow students to make their work public and share with a more varied

audience.

They do more to distract students from the academic task at hand.

They encourage student creativity and self expression

They motivate and extend learning by connecting students to resources about

topics of interest to them.

I am concerned about a high percentage of students who do NOT have access to

technology outside of class.

9. What technology tools are available to you at your school? [In Class (5 or fewer), In

Class (student:technology ratio of 1:1 or 2:1), In a Computer Lab]

Desktop computer

Laptop computer

LCD projector

Interactive Whiteboard

Digital camera (other than a cell phone)

Digital video recorder (other than a cell phone)

Tablet computer (iPad, etc.)

iTouch

Please add a clarifying comment if you would like.

10. How likely would you be to use a website that allows you to:

- post assignments for students and parents to access;

- turn in assignments;

- grade assignments digitally and post grades privately;

- have online student discussions in a safe place;

- monitor online student discussions and delete inappropriate postings;

- host online study sessions;

- foster critical thinking and literacy using a digital medium.

Extremely likely (Sign me up--where can I do that?)

Somewhat likely (Cool, if I can find the time.)

Possibly (Not sure, sounds pretty challenging.)

Not very likely (The kids spend too much time on the computer already.)

Not at all likely (I don't have time to teach or learn anything else.)



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Session Evaluations:

Session 1 Reflection and Feedback:

Written reflections:What was most effective in the workshop?What can we improve?

I would like more face to face support with Signing in to Edmodo Creating groups in Edmodo

I would like online support with Signing in to Edmodo Creating groups in Edmodo

Session 2 Reflection and Feedback:

Written reflections:What was most effective in the workshop?What can we improve?

I would like more face to face support with

Facilitating an online discussion Setting up and disseminating a poll

Incorporating Edmodo tools into lesson design

I would like online support after the workshop with

Facilitating an online discussion Setting up and disseminating a poll Incorporating Edmodo tools into lesson design

Post-SurveyFinal Reflection and Feedback (after Session 3):1. What is your satisfaction level with the technical support you received in the Edmodo

sessions.(Very satisfied, satisfied, somewhat satisfied, dissatisfied)

2. Which of the following did you find most useful in learning how to use Edmodo?

(Check all that apply.)

Face-to-face instruction in a class setting.

Online set of instructions or power-point at my convenience.

Viewing an online video at my convenience.

Work with a face-to-face partner and use online instruction together.

Seeing a finished product of what can be created/done with the new technology.


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Being able to post questions and read responses to others' questions in an online

discussion.

3. Check the box that indicates how likely you are to use Edmodo now that you have

completed the training to do the following...

(very likely, likely, not very likely, not at all)

Have students collaborate with other students.

Have students share their work for the class

To improve students work through peer feedback and revision

To provide teacher feedback on assignments

To allow parents to give feedback on student work

post assignments for students and parents to access

turn in assignments

grade assignments digitally and post grades have students participate in online discussions


4. What would you like to see in future Edmodo trainings?

Follow up survey3 months later

Please indicate the number of times you use Edmodo to do the following during the last month

(Not at all, every other week, once a week, 2-3 times per week, 3-5 times per week)

Have students collaborate with other students.

Have students share their work for the class

To improve students work through peer feedback and revision

To provide teacher feedback on assignments

To allow parents to give feedback on student work

post assignments for students and parents to access

turn in assignments

grade assignments digitally and post grades

have students participate in online discussions


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8. REFERENCES

Blair, M. (2012, December 29). Old school vs. new school: How social media can give us thebest of both worlds in education. Retrieved from

http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-

can-use-it-effectively/

Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of

participatory culture: Media education for the 21 st century. The John D. and Catherine

T. MacArthur Foundation.

Holland, C. & Muilenburg, L. (2011). Supporting Student Collaboration: Edmodo in the

Classroom. In M. Koehler & P. Mishra (Eds.),Proceedings of Society for Information

Technology & Teacher Education International Conference 2011(pp. 3232-3236).

Chesapeake, VA: AACE.

National Governors Association Center for Best Practices, Council of Chief State SchoolOfficers. (2010). Common Core State Standards. Washington, D.C.: National Governors

Association Center for Best Practices, Council of Chief State School Officers. Retrieved

fromhttp://www.corestandards.org/

Snyder, T. D., & Dillow, S. A. (2011).Digest of Education Statistics, 2010. NCES 2011-015.

National Center for Education Statistics.

U.S. Department of Education, Office of Educational Technology. (2010). Transforming

American education: Learning powered by technology. Retrieved from website:http://www.ed.gov/sites/default/files/netp2010.pdf
http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-can-use-it-effectively/http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-can-use-it-effectively/http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-can-use-it-effectively/http://www.corestandards.org/http://www.corestandards.org/http://www.corestandards.org/http://www.ed.gov/sites/default/files/netp2010.pdfhttp://www.ed.gov/sites/default/files/netp2010.pdfhttp://www.ed.gov/sites/default/files/netp2010.pdfhttp://www.corestandards.org/http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-can-use-it-effectively/http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teachers-can-use-it-effectively/


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Edmodo PD Manual

Documents

Transcript of Edmodo PD Manual