Edmodo: Safe Social Media Collaboration for Teachers and Students

Annie Gervais, Christa McAuliffe Middle School ELA Teacher Letty Kraus, UC Davis History Project Director Deb Stetson, CSU Sacramento Math Project Director

0. TABLE OF CONTENTS
1

3 4

5 6

Introduction..3 a Giving-in to the social media in the classroom b 21st century communication for 21st century learners how students are communicating c How technology in the classroom supports the Common Core State Standards (CCSS) 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 Purposes ii Target Audience iii Method of Gathering Data c Analysis and Summary of Needs Assessment Data d Implications for Design of Professional Development Goals and Objectives for the Program...9 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 Apps within Edmodo Activity 2 Unit Planning Resource Analysis for the Proposed Program......24 Challenges and Possible Methods to Overcome Them .......24

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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 References ...29

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1. INTRODUTION Giving-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 their understanding of concepts.

2. NEEDS ASSESSMENT AND RESULTS Purpose: 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, they have 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 21st Century 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 Century in 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. Edmodo: Gervais, Kraus, Stetson Page 5

With national attention focused on the promise and challenge of technology and 21st century 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 21st century, 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 correlation the 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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Another factor that shows a potential 90 correlation to likelihood that a 80 70 teacher will consider the use of a 60 website like Edmodo, is the 50 40 availability of technology for each 30 student. Of the EL and SL teachers 20 10 reporting, 76% reported that each 0 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.

# of Teachers

% Having Computer Access for Each Student or Pair

Number of Teachers
20 15 10 5 0 1 to 3 4 to 7 8 to 12 13 to 18 18 or more Number of Teachers

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. Edmodo: Gervais, Kraus, Stetson Page 8

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: Understand the benefits of social media for learning Workshop Activities ~Direct instructionlecture/PPT ~Direct instruction Be able to set up classes on Edmodo including ~Participants will join at least one community connecting with other teachers in their discipline to learn from and share with each ~Participants will interact with a community other they follow by posting a question, answering a question or sharing a resource Organize instructional materials and plans using the Planner, Library, and SchoolTube Increase the quality and quantity of group discourse by setting up and moderating group discussion online Identify, retrieve, and know how to use apps such as Subtext and Flashcards to facilitate instruction and assessment Use Edmodo to design discipline-specific technology-enhanced activities for their classroom Edmodo: Gervais, Kraus, Stetson ~Participant will use the planner to chart out one unit of instruction and add instructional materials to the library during the workshop

~Participants will take part in a model discussion during the workshop ~During the workshop Participants will take part in a demonstration of an app and then choose apps to add to their own sites ~Participants will create a lesson plan facilitated through Edmodo that utilizes the Library and apps and includes a collaborative activity such as group discussion. Page 9

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: A PROTECTED PLACE FOR TEACHERS AND S TUDENTS AND P ARENTS TO C OLLABORATE O NLINE
TAKING IT TO YOUR CLASSROOM

After 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 will choose 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-Survey administered 2. Participants use the Create a Name Glyph activity 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 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 community Interact with a community they follow by posting a question, answering a question or sharing a resource Face-to-Face Facilitator will lead session and be available for support. Take it to the Classroom: Use a lab computer to set up an Edmodo account. Join at least one community Interact with a community they follow by posting a question, answering a question or sharing a resource

Creating Groups (A Word about Privacy) Interactive Instruction (30 min.) Take it to the Classroom (30 min.)
Online 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 You could work with a partner at your school. Take a Poll: Session 1 Reflection & Feedback Face-to-Face 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 in online discussion. Respond to at least 2 colleagues responses. Take it to the Classroom: Create a group for your class A word about privacy Take a Poll: Session 1 Reflection & Feedback

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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 mobile device for this step. 2. Enter the address: www.edmodo.com into the address bar:

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

Click Here

4. This box will come up: 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 youll remember. Dont forget to check this box, then press Sign Up.

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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 look 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 after just entering Class Name, Grade, and subject or 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 the rules of posting, because it can be un-done later by going here:

When you choose Group Settings, then you will see the same box as steps 2 and 3 above. 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! Edmodo: Gervais, Kraus, Stetson Page 17

Session 2: Planning Activities Using Edmodo: Take it to the Classroom (90 min.) Online Face-to-Face Develop an activity for your students Write a lesson plan using the tools from using the tools from Edmodo. Refer to Edmodo for your students. Refer to the the Critical Thinking Rubric for Critical Thinking Rubric for applicable applicable information information Include an online discussion as part of Include an online discussion as part of your plan. Refer to the Online your plan. Refer to the Online Collaboration Rubric Discussion Rubric Post a summary of the lesson on our Post a summary of the lesson on our class Edmodo site class Edmodo site You could work with a partner at your Additional experienced Edmodo users school. will be present for assistance Take a Poll: Session 2 Reflection & Take a Poll: Session 2 Reflection & Feedback Feedback

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Assessing Effectiveness of Student Participation in Online Discussions Category Promptness and Initiative 1
Does not respond to most postings; rarely participates freely Utilizes poor spelling and grammar in most posts; posts appear "hasty" ~Posts topics which do not relate to the discussion content; ~makes short or irrelevant remarks

2
Responds to most postings several days after initial discussion; limited initiative Errors in spelling and grammar evidenced in several posts

3
Responds to most postings within a 24 hour period; requires occasional prompting to post Few grammatical or spelling errors are noted in posts Frequently posts topics that are related to discussion content; prompts further discussion of topic Opinions and ideas are stately clearly with occasional lack of connection to topic Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely

4
Consistently responds to postings in less than 24 hours; demonstrates good selfinitiative Consistently uses grammatically correct posts with rare misspellings Consistently posts topics related to discussion topic; cites additional references related to topic Expresses opinions and ideas in a clear and concise manner with obvious connection to topic Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic

POINTS

Delivery of Post

Relevance of Post

Expression Within the Post

Contribution to the Learning Community

Occasionally posts off topic; most posts are short in length and offer no further insight into the topic Does not Unclear express connection to opinions or topic ideas clearly; evidenced in no minimal connection to expression of topic opinions or ideas Does not Occasionally make effort makes to participate meaningful in learning reflection on community as groups it develops; efforts; seems marginal indifferent effort to become involved with group

TOTAL
*Rubric from California State University at Hayward EDUI 6707, available at http://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 View online video showing potential for potential for apps in Edmodo apps in Edmodo View online instructions about how to View online instructions about how to get apps through Edmodo for your get apps through Edmodo for your students to use as tools on your class site students to use Test some apps to determine if they Test some apps to determine if they would be useful for your students 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 of Write a Unit Plan outlining use of Edmodo tools and projects for students Edmodo tools and projects for students Post summary of your plan on our class use the planner to chart out one unit of Edmodo site 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 a Follow-Up Survey

Take a Poll: Post SurveyFinal Reflection and Feedback In 3 months, well send you a request to complete a Follow-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:

Click Here to take the app survey and earn $50 in credit

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

3. Click here to go to the app store.

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4. You will see this when you get there: How much credit you have

To see more apps.

Click here to see paid and free apps.

5. Lets install the Subtext app shown above onto our account. It happens to be free. Click Get the free app. 6. You will see this next:

Check this box to allow your students to use it. This requires an iPad.

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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:

This shows the price of the app.

Clicking this box will allow all of your students to use the app. 11. Congratulations! You have now installed apps for your class(es)! Edmodo: Gervais, Kraus, Stetson Page 23

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 fix anything that needs it.

7. EVALUATION OF PROGRAM EFFECTIVENESS 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 or your 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 Edmodo: Gervais, Kraus, Stetson Page 25

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.) Please add a clarifying comment if you would like. Page 26

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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 Please add a clarifying comment if you would like. 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 the best of both worlds in education. Retrieved from http://bostinno.streetwise.co/2012/12/29/social-media-in-the-classroom-how-teacherscan-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 School Officers. (2010). Common Core State Standards. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://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

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