Blog Post #6

     One Florida standard that stood out to me was SC.912.TI.2.11: Utilize citation tools when using digital information, which applies to 12th grade students. This standard focuses on teaching students how to properly credit the information they find online using digital citation tools. This is especially important today because students rely heavily on online sources, and they need to understand how to avoid plagiarism and evaluate credible information. As someone who plans to teach civics, I see this standard as essential. Civic education often involves analyzing primary documents, news articles, and scholarly sources, and students must know how to cite these materials responsibly. Based on my current skill set, I do feel prepared to implement this standard because my college coursework has required extensive use of citation tools like Zotero, Google Scholar, and citation generators. However, I would need to learn how to teach these skills explicitly to high school students in a way that is accessible and engaging.

    While exploring the CPALMS Educator Toolkit, I found Resource ID# 209345, “When Students Lead,” which is an interactive tutorial about the birth and legacy of the Student Nonviolent Coordinating Committee (SNCC). This resource allows students to explore how young people played a major role in the Civil Rights Movement, particularly through grassroots organizing and activism. I think this resource would be extremely valuable in a civics classroom because it combines historical content with interactive technology. Students could work through the tutorial independently or in small groups and then complete a reflection or discussion activity afterward. This resource also aligns well with civic learning goals by helping students understand how ordinary citizens, especially students, can influence political and social change. Additionally, I could integrate citation practice by having students cite the tutorial or additional digital sources they use to learn more about SNCC.

    One question I still have as I continue learning in this course relates to organization tools for educators. There are so many digital platforms available, such as Google Classroom and Canvas and I am wondering which tools are most effective for keeping lesson plans, notes, assignments, and resources organized in one place. Organization seems especially important when integrating technology into teaching, because it can quickly become overwhelming. My discussion question for the class would be: What digital organization tools do experienced teachers recommend for managing lesson plans, instructional materials, and student assignments efficiently, and how do these tools improve teaching and learning outcomes?

Blog Post #5

    My experience with blogging has been more reflective than I initially expected. At first, I viewed blogging as just another writing assignment, but I have come to appreciate it as a means for reflection and developing my own voice. I like that blogging helps me connect course concepts to my own experiences. It feels less rigid than formal writing assignment and still encourages creativity. However, I sometimes find it challenging to find the right balance between a conversational tone and academic rigor. Overall, I have learned that blogging enhances my ability to connect course content to my personal experiences and envision technology use in my future classroom.

    When exploring artificial intelligence in education, I am both intrigued and cautious. AI has tremendous potential in a K–12 setting. Applications like tailored instruction and feedback, as well as accessibility support can assist both teachers and students. Tools powered by AI can help teachers generate lesson ideas, quizzes, and scaffolds for diverse learners. At the same time, I recognize concerns about overreliance on these tools and academic integrity. Students are still developing critical thinking skills, and AI should supplement, not replace, the cognitive work of learning. From my perspective,  AI can be powerful when implemented thoughtfully, with clear pedagogical goals and boundaries.

    For my Participation Portfolio Item focused on Generative AI, I experimented with Chat GPT to build a lesson plan centered on U.S. History, specifically the attack on Fort Sumter that sparked the Civil War. What worked well was the ability to quickly generate a structured plan while granting me the ability to revise and personalize the plan with further prompting. I can see how it is helpful for overcoming writer’s block and organizing my thoughts. However, I noticed that each section of the plan required careful editing to ensure accuracy and alignment with the curriculum expectations. I also realized that the quality of the response depended heavily on the parameters of my prompt. Next time, I would be more detailed when writing the prompts and ask it to consider the curriculum standards for my topic. 

    In my future teaching practice, I envision using Generative AI as a support tool for instruction. For example, I could use AI to tailor reading materials based on the student's needs, generate practice questions at varying difficulty levels, or model the writing revision process for students. I would also teach students how to use AI responsibly, focusing on transparency, citation practices, and critical evaluation of generated content. To address ethical concerns I would establish clear classroom policies on AI, discussions about academic honesty, and promote digital literacy. Ultimately, my goal would be to help students see AI not as a shortcut to critical thinking, but as a tool that enhances their understanding of the world.

Blog Post #4

    Last week’s visit to the Tech Sandbox opened my eyes to how hands-on technology can be used to support active learning in the classroom. During the tour, I learned about tools like programmable Lego kits, VR headsets, and 3D printers. These spaces are designed to encourage experimentation and problem-solving. One activity that stood out to me was building Lego models that integrate basic coding to control movement and sensors. My partner and I created a Lego model resembling a soccer goal on wheels that could detect the movement of a ball and respond by shifting to block incoming shots. In a future classroom, I could see myself using similar programmable kits to teach students foundational coding concepts in a way that feels engaging rather than intimidating.

    Using social media platforms such as Pinterest, Instagram, and X has definitely supported my Personal Learning Network. I have primarily interacted with educators, researchers, and content creators who share their personal teaching experiences. I especially enjoy @principal_lamb videos on Instagram. These platforms are valuable because they allow me to quickly access diverse perspectives, discover new tools, and stay informed about trends in education and technology. In my future career, these platforms will serve as professional development spaces where I can exchange ideas and connect to broader educational communities beyond my immediate workplace.

    Growing up, I attended schools that were more digitally limited than digitally rich, particularly in terms of access to technology and instructional software. We had access on an appointment basis to computer labs that had basic software packages. However, there were fewer opportunities to explore creative or interactive technologies that went beyond standard assignments. As a result, much of my college-level technology preparation required self-teaching and adjustment, especially when encountering more advanced digital tools. Those early experiences still supported me by building familiarity and problem-solving skills, but more consistent exposure to programming, multimedia tools, and applied technology projects would have better prepared me for higher education. Addressing the digital divide earlier could help ensure students enter college with technical confidence, leading to more successful educational outcomes.

Blog Post #3

     Copyright and fair use are especially important considerations for educators who routinely create instructional materials and ask students to produce original work. As a teacher, I would approach fair use by ensuring ethical practices through properly cited excerpts, favoring open-access or Creative Commons–licensed materials, and teaching students how to cite and remix content responsibly. When students create their own work, I would encourage originality while also explaining how limited use of copyrighted material can be legally justified for educational purposes. One new insight I gained is how flexible fair use can be when the instructional purpose is clear, which challenged my preconceptions that all copyrighted material is automatically off-limits. A lingering concern I have is how to clearly define “transformative use” for students in practice, particularly when they rely heavily on multimedia or AI-assisted tools.

One major technology implementation issue that concerns me is student privacy. To address this, I would prioritize using district-approved platforms that comply with FERPA and limit data collection to only what is strictly necessary for instructional purposes. I would also implement lessons on digital citizenship to help students understand how their data can be collected, shared, and potentially misused online. Additionally, I would communicate with students and families about how technology is used in the classroom and offer alternatives when possible. This will not only protect students but also build trust and encourage responsible technology use.

Through the Newsletter Design assignment, I developed new skills related to layout design and visual hierarchy. I learned how to balance text and visuals to reduce overload while still presenting information clearly and professionally. In the future, I could improve my newsletter by incorporating more interactive elements, such as QR codes, and by refining my choices in fonts and color schemes. These skills will be highly transferable to my future career, where communicating with students, parents, and colleagues in accessible formats is essential. Below, I have displayed a screenshot of my completed newsletter.