Let's Stop Cyberbullying

Let's Stop Cyberbullying

As a kid I remember telling the mean kids “sticks and stones may break my bones, but names will never hurt me”. That was far from the truth. Words can hurt. They can hurt your heart, your self-esteem, and your view of what you can accomplish. Too many bad words and negative thoughts can have devastating effects on a person. I can recall my mother’s voice in my head telling me that kids say things when they are angry to one another, but their words do not define who I am, I define who I am. But as a child it is so difficult to swim in the waters of adolescence and remain steadfast. Words did hurt, and as much as I wanted to block the words out, at times I could not. The good thing was that in my childhood there was no internet and kids did not have cell phones. Any gossip was word of mouth, disputes were settled in the school yard, and what happened was only seen by a few witnesses and forgotten over time. Today’s youth has a new battle and I believe a tougher one because they are in a world where cyberbullying exists. 

 Cyberbullying is a willful, deliberate repeated attack that inflicts harm on a person using electronic platforms and devices. Bullies can torment their victims 24 hours a day seven days a week on a variety of digital format. Words, actions, images, and videos are posted, recorded, and modified to intentionally inflict pain on others. Pain that is spread almost instantly between people in a text or on a post. One mistake, comment, or angry outburst is magnified and online indefinitely. Gossip is spread like wildfire via apps like Twitter, Snapchat, and Instagram. I think that the current generation is hurt far more by words/images and nonphysical bullying than anyone before them.

 

As I researched information on cyberbullying, I found it surprising that it is extremely prevalent and typically peaks during middle school according to Sameer Hinduja from the Cyber Bullying Research Center. What was shocking to me was the number of children who have been bullied and those who admitted to bullying others.  Hinduja noted the following in his 2020 Cyberbullying fact sheet that

“In our 2019 study of a nationally representative sample of approximately 5,0000 middle and high schoolers in the U.S., 36.5 percent said they had been cyberbullied during their lifetime, while 17.4 percent said they had been cyberbullied within the previous 30 days.  With regard to offending, 14.8 percent revealed they had cyberbullied others during their lifetime, while 6.3 percent admitted doing so in the last 30 days”. 

As an employee of a middle school this has brought to my attention how necessary it is to educate our students on what cyberbullying is, how to identify it, stop it, prevent it, and the ramifications of it as a victim and engaging in it as a bully.

Following are my thoughts and ideas on how to address cyberbullying with my students within our school’s media center.

Classroom Lessons on Identifying, Prevention, and Ramifications of Cyberbullying

Students need to be taught what constitutes cyberbullying. One unfriendly text does not make you a bully but anything that is repetitive in a threatening or harassing manner to humiliate others is. Once cyberbullying is identified, educate students on ways to stop cyberbullying such as the tips provided in the following video, “Don’t respond or retaliate, Block the Bully, Save evidence, Report, and Tell a trusted adult”

 

In addition, students need to realize that there are ramifications of cyberbullying.  The bully can be caught and receive discipline actions from parents and school administration. While a student may think they will not get caught because the actions are done online, they are mistaken. Digital footprints are left everywhere. Administrators can trace school issued devices, phone companies can locate records, and if necessary, professional experts can be called in to track a perpetrator down. State laws have been established Check out SC state laws to protect victims and in extreme cases bullies can face legal action and be prosecuted for their crimes. Students need to understand that there can be consequences. In addition, what is posted is out on the web for the long run and it can impact other people’s view of the poster negatively now and in the future.

Students also need to realize how what they do emotionally impacts others and can impact themselves. For an example check out  The Seven Digital Deadly Sins  about a young girl who trolled a fellow student and later regretted her decision to do so. Expose students to real kids and how cyberbullying has affected them. Many examples are available online. Check out  Cyberbullying.org for ideas to implement in a lesson. The most shocking ramifications of cyberbullying is the negative toll it can take on the person being assaulted. It can lead to sadness, depression, isolation, and in extreme cases suicide.  

Classroom Digital Citizenship Lesson

Technology is a tool not the villain. Students need to be taught not only how to protect themselves while online but also how to be thoughtful users on online platforms. They need to remember to treat others how they want to be treated and to stay on the positive side while online as demonstrated by Mark C. Eshleman in "Where are you?". This is an effective poetic example educating online users that they have a choice in their actions to be a positive or negative influence. What they do is up to them. Students must also remember to THINK (see image below) and be respectful with what they post. As my mother told me “If you don’t have anything nice to say, don’t say it at all”. While this sounds juvenile, it is sound advice for all ages. Also be sure your school has a digital contract that students and parents must both sign to acknowledge obedience to the school’s digital citizenship rules. This will be essential to holding students accountable for their actions.  

 

Implementation of a Cyber Mentor Program

I would like to implement a program within the middle school I work in like Community High School District 99’s mentioned in the article, How It’s Done, by J. Orech. Middle schoolers could be paired up with a high school cyber mentor to discuss cyber bullying situations and how to react to them.  For example, topics could include how to best handle bullying, options to responses, when to get an adult involved. They can engage in role play, students could be paired in groups to discuss how bullying makes them feel, how to react to it, what is and is not ok to post on social media accounts. Anyone can fill out a worksheet, let’s get kids actively engaged in demonstrating appropriate respectable behavior. Orech indicated the program demonstrated that middle school students showed empathy and were “willing to open up themselves, ask questions, and were truly interested in what the high school students had to say". These students connected to their mentors and trusted them, likely because they felt these older kids could understand much better than a teacher or other adult. 

Create Cyberbullying Collection

Create a collection available to your students within your online library catalog featuring books and resources they can access on the topic.  This way they can locate information quick and efficiently. For an example check out the following link which connects you to a collection I created in my school library Cyberbullying Collection. 

Resource page accessible on Media Center website

Students and parents need to have information easily accessible to them regarding cyberbullying.  By having resources and links readily available to parents it will save them time from having to do the research themselves. Suggestion to include on your list.

https://cyberbullying.org/

https://www.stopbullying.gov/

https://www.commonsense.org/

https://www.brainpop.com/technology/communications/cyberbullying/

Post up a No Cyberbullying Policy

Within your library I suggest posting up a no cyberbullying policy as a reminder to students that it will not be tolerated. I suggest including action steps for a student to take if they feel like they are being bullied as well as the location of resources for them view to obtain more information.

 

 

There are a plethora of resources available to help librarians and educators alike assist students in identifying, handling, stopping, and preventing cyberbullying.  It is our job to educate them to on digital citizenship, making good decisions with the use of technology, and the impacts of cyberbullying.  We can be a positive influence to eradicate cyberbullying in our schools and communities.  

 

References

 Hicks, K. (2015). Teacher’s Guide to Digital Citizenship, Edudemic. Retrieved from https://web.archive.org/web/20181129151348/http://www.edudemic.com/teachers-guide-digital-citizenship/

Hinduja, S. & Patchin, J. W. (2020). Cyberbullying fact sheet: Identification, Prevention, and Response. Cyberbullying Research Center. Retrieved from https://cyberbullying.org/Cyberbullying-Identification-Prevention-Response-2020.pdf

Orech, J. (2012). How it’s done: Incorporating digital citizenship into your everyday curriculum.  Tech & Learning, 33(1), 16-18. 

Integrating Flipgrid in the Classroom

As I explored tech resources this week, I came across many programs that were new to me and could be beneficial to implement in a classroom setting. After discussing a few of my top picks with middle school teachers, I decided to focus on Flipgrid. The teachers I spoke to have had positive experiences with Flipgrid and have had successful student participation. Flip grid is also easy to integrate with Google’s G Suite, specifically Google Classroom. Students as young as kindergarteners have used the program. So let’s take a deeper look into Flipgrid and see if it is as great as I have heard it to be.

What is Flipgrid?

Flipgrid is a video discussion platform that is of no cost and is a fun engaging way to encourage student participation with teacher lead discussion prompts. It is a tool to foster a community of learning, help your students get to know one another and encourage each other.  In today’s pandemic environment and lack of live interaction between students and teachers, Flipgrid is a way to enhance a feeling of community and increase social learning.

How do I use Flipgrid?

To access Flipgrid simply visit their website and begin setting up your account. It is simple and takes only a few minutes. Follow theses steps and you will be on your way.

#1. Set up an account at  Link to official website for Flipgrid 

#2. Select Educator Sign up and sign up through Google or Microsoft.

#3. Set up your topic and post a discussion prompt.  If you need suggestions, Flipgrid offers access to a Discovery Library for topic ideas.

#4. Add your introduction video and any information you want your students to review prior to responding such as a website link or educational video.

#5. Set Response Time. You can select a time range of 15 seconds to 10 minutes.  I recommend a minute and a half to three minutes.

#6. Topic Moderation. I suggest that you set up the moderator setting so that you preview student postings before they become live. Once you know they are suitable for publication you can make them viewable for fellow students.

#7. Ensure your access control is set to private so only your learning community has access.

#8. Share code and link with your community. You can create a student list and email them. Or you can share via Google Classroom, Microsoft Teams, or Remind.

#9. Learners then access Flipgrid via Google Classroom (or other shared method), the Flipgrid App (with code), or via direct grid link and they can sign in via their Google or Microsoft account.

Example of use in Google Classroom

#10. Students respond with video recordings. 

The first video below is a brief description of how teachers can get started with Flipgrid.  The second video is designed to help students understand the platform. 

       

Recording videos are fun!

Recording on Flipgrid is easy and self-explanatory resembling a social media account with the fun features that are offered. Students can record with filters, scenes, frames, text, emojis, a whiteboard, draw, upload images and videos. They can also record what is on their screens displaying web tabs or documents on their devices. These options offer a means for creativity, but students can produce a simple recording of themselves and their responses. They can record, review, and even rerecord, before they submit their response to ensure they are happy with their video. The most important thing for students is to remember to thoroughly answer the given prompt in the time allowed. 

Example of features added into a recording

Resources for using Flipgrid

I suggest checking out the following resources to help you better understand how to use Flipgrid.  My best recommendation is to create an account and have fun exploring all the features that are offered and run some test recordings. Then set up a class and have students provide you with feedback on the program. 

Tutorials you may find helpful

Flipgrid Tutorial for Teachers

Flipgrid 2020 update by New EdTech Classroom

Excellent tutorial for using recording features

Student Tutorial accessing Flipgrid via Google Classroom

Postings on the Web to review

9 New Ways to use Flipgrid in the classroom

Common Sense Media Review

Amazing list of 50 ways to use Flipgrid in classrooms

5 Ways I plan to integrate Flipgrid 

#1. Book clubs: As our book clubs are virtual and not all students can attend at one time due to scheduling conflicts, Flipgrid offers a way for students to respond to teacher lead prompts as well as classmates’ responses and questions on their own time frames. Through video recordings students can get to know one another and share their enthusiasm for reading.

#2. Book reviews: I would like to have students produce book reviews upon completing a novel in the hopes of increasing student interest in reading. I could post to the library website with parent permission. I would also like to take a suggestion from Edutopia.org and use the video QR code for students to share reviews, the QR code could be printed and taped in a book for students to view using devices such as a phone.

#3. As a warmup tool: I would like to use Flipgrid as a warmup prior to a lesson such as “Tell me about your favorite book genre and why you love it in under 60 seconds”. This will help me get to know my students and what type of reading they enjoy. 

#4. For an exit slip: Flipgrid can be used as an assessment to see what the students retained from a lesson. For example, I could set the prompt as “Tell me three thing you learned today about SC Discus and what database you think you would use the most”. This would help me to understand if my lesson provided them with the proper knowledge on how to access and use Discus.

#5. As an assessment tool: At the conclusion of a lesson such as a book tasting activity. I could have students share what they learned about the different genres available. I could assess if my descriptions and examples provided were successful. I could also have students post an inquiry question and have peers find an answer. For example, A student could pose the prompt “What do you think makes for a great mystery novel?”  Students could express their views on what they like about this genre and titles they find intriguing.

Additional Bonus to using Flipgrid.

Students can share what they have learned via a new context. They can creatively and expressively engage in learning. Their excitement and uneasiness on subject matter can come through helping the teacher determine what their students need to succeed. Students can take the opportunity to provide positive feedback and encouragement to one another.  Work can be submitted at times that aligh with their schedules as all students do not need to participate synchronously.  Flipgrid is also a good outlet for those who find writing or reading difficult. Close caption is available as well as the use of immersive reader.

A digital tool for Teaching and Learning

Flipgrid demonstrates qualities of a digital tool that aligns with the American Association of School Librarian (AASL) expectations and standards. Flipgrid is user-friendly, encourages creativity, requires active participation, and encourages exploration of a new tech resource. Some examples of how Flipgrid supports AASL shared foundations are as follows;

Inquiry: Students are provided a prompt they must think about and design a reaction based on prior knowledge and inquiry.  They then share their response with peers via their recordings and can grow by learning from the shared responses of others.  

Engage: While students are working virtually and asynchronously, Flipgrid offers an opportunity to engage with one another in a “face to face” interaction.  Students can comment on each other’s posts to offer feedback, ask questions, and engage in conversation to inspire others. Students can grow by using new technology responsibly and implementing digital etiquette.     

Include: Students can use Flipgrid to respectively communicate with others and to listen to fellow students who views may differ from their own.  They can learn to express opinions verbally to effectively communicate in a manner which is politically correct and nonabrasive. Students can grow from learning about other experiences. For example, a book club prompt could ask students to make connections to characters or to a political stance mention in the novel and this would provide an opportunity for students to listen to and respond respectively to varying points of view.    

Flipgrid is full of quality content and quality reasons to implement it in your classroom. I could go on and on, but I think you have plenty of reasons to check it out for yourself.  So open up a new tab set for Flipgrid and begin today.  

https://info.flipgrid.com/ 

 

Assistive Technology Resource

As librarians, we have a responsibility to ensure our services are available to all our patrons.  All is inclusive of differently able and typically able students. Surprising to me was how many differnly able students their are. I recently read an article, School Librarians of the 21st Century: Using Resources and Assistive Technologies to support students' differences and abilities by C. Copeland (2011). The author derived stats from the U.S. Department of Education (2008) that “figures from the National Center for Education Statistics indicate that approximately one in seven students have one or more characteristics that society defines as a disability” (p.66). I had not anticipated that number to be so high. I did not realize the prevalence of disabilities.  This has brought to the forefront the need for my library to be up to date on assistive technology for differently abled students to use.

There are a variety of resources available on the market to meet a variety of disabilities, a range of needs, and a span of budgets. I chose to focus on Google Doc and Voice Typing. 

https://www.google.com/docs/about/

Why did I select Voice typing?

The bonus to this resource is that it is provided in Google’s G Suite. The students within my school district have access to and use Google’s G Suite on a daily basis with their Chromebooks. This is an added benefit because it is no additional cost to the school district and each student already has familiarity with Google Docs in G Suite. They just need to be taught how to use this particular tool. Google Voice typing has proven to be effective as I have used it to complete this blog. In addition using a tool in an existing program available on an existing device that belongs to all students will allow for privacy for those in need of this tool as differently able students will not be singled out.

How do you access Voice Typing? 

• Open Google Docs

• Click on Tools

• Select Voice Typing

• A microphone appears

• Click and begin (the speaker is red when recording and black when it is not)

• Talk away!

The program actually picks up your voice very accurately. You must put in your punctuation as you would if you were using voice command on your phone. For example, you need to say period or question mark to end your sentence. However I find this to be much more effective than the program on my personal cell phone. I selected English as my language but the program offers 119 languages for the user to select from. 

I think this program could definitely be used for those with learning disabilities such as dyslexia or dysgraphia as they can speak their words into your document. It will allow their thoughts and ideas to continually flow without worrying about having to type quickly or worried about grammar errors and sentence structure. Students could easily go back and refer to what they wrote and get assistance from Google Docs on grammar advice. This could potentially work for those who are visually impaired as well. Magnification can be used to help a student locate the tool. The microphone is a highly visible image. Once the user knows the location of the microphone they can click on it and then verbally respond to prompts and turn work in under their classrooms without the need to type.  I think this program would also benefit students who have any physical disabilities that make it difficult for them to type or hold a device.  

For a quick tutorial check out the link below

https://www.youtube.com/watch?v=tW8EwD77FI4

Examples of use 

A student has cerebral palsy and has difficulty typing on the keyboard or perhaps it is a person with severe arthritis and they are unable to type effectively. By using voice typing the student would be able to complete assignments with less difficulty because it would not require the consistent use of hands. It could improve student participation working collaboratively online or on individual written assignments by being able to speak responses for work as opposed to having to physically type.

A student who is dyslexic, dysgraphia, or has other learning disabilities. Having the option to speak and have their thoughts recorded could help students retain their flow of thought and not get bogged down with spelling and grammatical errors. 

A student who is a non native English speaker. Voice Typing can assist those that are learning English as a second language.  They can record their work in their native language and then go back when necessary to work on converting responses to English. 

A student has fallen behind in their reading and writing skills but can verbally communicate well. This program can help by allowing students to verbally record responses to teacher prompts. On this note, you could combine learning with the use of Read & Write to assist these students as well. Read & Write is simple to install and can read text aloud while simultaneously highlighting each word to increase a child's vocabulary.  It is filled with additional features such as text and picture dictionaries, and word prediction assistance. It can also be used on web pages.

https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd

Suggestions on using Voice Typing

Speak clearly: While this feature is very convenient it does require that the students annunciate and pronounce their words very well for the program to pick up the correct words. Also there could be some issue if the user has an accent or a speech impairment that could increase the likelihood of text confusion. 

Use a headset: When using this tool, I would suggest wearing a headset to block out outside/background noise. 

Check your work: I would also suggest that students go back and check their work just as if they had typed it themselves. I have been doing this for this post and have found some errors along the way. The program is not perfect but extremely helpful.

Additional tips on using Voice Typing: https://support.google.com/docs/answer/4492226?hl=en

Start now!

It takes less than five minutes to get set up so go ahead and test it out today. What are you waiting for?

References

Copeland, C. (2011). School librarians of the 21^st century: Using resources and assistive technologies to support students’ differences and abilities. Knowledge Quest, (39)3, 64-69. 

 

 

Interactive Whiteboards and their role in Pedagogical functions

 

Remember the days…

As a child I fondly remember drawing on the chalkboard, smelling the chalk, and getting the white powder all over my hands and clothes. My friends and I would rush to the board to work side by side answering math problems. I used to love to be the student helper who got to clean the boards at the end of the day, but I hated the fact that all that hard work that was done on it was erased and gone. I would have loved to have today’s technology hardware to preserve lessons with the ability to go back and review them later.  While today’s classrooms no longer include chalkboards, we still offer an instructional platform for group teaching that includes a visual presentation method.  From chalk, to dry erase, to now digital pens and smartboards educators are continuously looking for the most current way to engage our learners. As today’s students are all about technology, the internet, entertainment, and instant accessibility, I set out to review interactive whiteboard options to implement in the classroom and evaluate their potential pedagogical functions.   

Smartboards

I started my research by reviewing smartboards and their features.  Students are familiar with them as they have been inspiring learning by bringing technology to the forefront of the classroom. Teachers can take what is on their computer and as if by magic project their lesson on to a giant screen in the front of the classroom.  Not only does this save time but engages learners as teachers can annotate slides, provide demonstrations, upload presentations, documents, tutorials, videos, and interactive games to enhance learning.  I wanted to know if they included a feature that was like an old school white board where students could write, draw, and erase but also be able to insert images and collaborate digitally.  Two options captured my attention the most.

IPEVO IW2

I stumbled across IPEVO while researching and discovered it to be a very affordable option. The IPEVO IW2 is a jaw dropping easy to afford $169 to set up an interactive whiteboard system. I know only $169! The set includes a sensor cam, interactive pen, and wireless receiver.  This system does not come with a projector but can be easily connected to an existing one.  If you do not have a projector in your classroom, they can be purchased within a wide range of prices depending upon the quality you desire and the budget you have allocated.  With your projector you need a flat surface (existing board or flat wall) and your computer and then you can begin set up. Within minutes you are ready to go having everything on your computer presentable to your students.  Specifically, regarding the whiteboard feature you can write and record digital notes, with a variety of features, colors, and pen styles, or just draw.  This is a fun way to engage students in games such as Pictionary and to work on math problems or to brainstorm project ideas.  Children can take turns adding thoughts for creating a science project, adding artwork to a scene, or they can each write a response to an inserted image. Options are available to sketch out ideas and then stream them through video conferencing software, but I would like something simpler and more accessible for kids to use between each other. While I liked the concept of the whiteboard, I was looking for more features and a better way for students to collaborate in our current online learning world.

Want more info?  Check out IPEVO at  

https://www.ipevo.com/products/iw2

https://www.youtube.com/watch?v=0vCC0YgbOHg

 For a teacher perspective on ease of use, check out

https://www.youtube.com/watch?v=otpTYk3_p2E&feature=emb_logo

 

Google Jamboard

As I searched on, I discovered Google Jamboard and yes, it is as cool as it sounds and pricey too.  For the dream 55” cloud-powered whiteboard with all the bells and whistles included for the perfect user experience, start saving now.  The board is $5,000, rolling stand, $1,350 and add in a couple hundred more for accessories.  That is a stifling $6,500 plus purchase. While this may be doable in the corporate world that is a steep ticket in the public-school sector unless you have an amazing PTO and a big piggy bank. This savvy piece of hardware is almost like an exceptionally large tablet with a 4K touchscreen display and it can be used across platforms.  The rolling cart setup is beneficial to allow this technology to be used in various locations. Multiple students can add content simultaneously with text, images, and graphics. With the ability to continually add to the board thoughts and ideas can keep flowing in real time. When there is a break, all content has been automatically saved so there is no need to take a picture of your work, send it somewhere, or fear of it being erased. And here comes the icing on the cake…it can be accessed from an app.  

Check out the link below to view a video on what it offers and how to use its features.

https://gsuite.google.com/products/jamboard/

An App?  Wait why did we not start with that? Well, as I was initially searching for hardware, I did not start off looking for an app as that is technically software.  However, as the current pandemic has led our students into remote learning, I think the app is the way to go and did I mention it is already included in Google’s G Suite?  So, there is no extra charge. If your school district primarily uses G Suite it is the way to go.  My students are already familiar with Google and as they are using google meets for class this is a great option to implement the positive aspects of writing in real time, specifically for observing how students are solving math problems.  Teachers can help students as they are solving problems and intervene with corrections.  I asked multiple students at the middle school I work at if they have used Jamboard before.  The answer was no, and they were not aware of it. Here is an opportunity.

Students can access Jamboard through their Google account as they would their drive or slides. Once opened a white board is presented with multiple features of pen types, colors, sticky notes, shapes, and image uploads. Backgrounds can be changed to different colors or paper settings such as lined notebook or graph paper making it ideal for assisting with math.  Jamboards are constantly saved in the cloud and can be recorded or saved as PDF or image files.  Multiple frames/pages can be used during a jam and can be customized for groups or individual students.  When setting up a jam an instructor can send and share with their students or create and copy a jam link.  For example, during a Google Meet class session, the teacher can send the link and students can enter the jam. He/she can select view or editing rights for students. The way to optimize the use of this app is to have students work together simultaneously to generate ideas and to receive real time feedback on work.   Just as they would if they were in an in person setting in a classroom with a white board.     

 

Check out tips on using Jamboard with remote learning

https://www.youtube.com/watch?v=S9m4HCjOkcA&list=TLPQMDQxMDIwMjB_EgEeKekgdA&index=1

 

Teachers using Jamboard in Google Meet

https://www.youtube.com/watch?v=YKZe9vviRaQ

 

Want a little more info on Google Jamboard? 

https://www.commonsense.org/education/app/jamboard

 

Pedagogical Functions

Now that I have found my tech that brings back some of those chalkboard memories, how will I use it to improve my students learning?  I wanted to approach how I could use Jamboard and within the guidelines of The Model, Replacement, Amplification, and Transformation: R.A.T. Model, to enhance learning. 

Replacement: Google Jamboard can be used as a replacement for the traditional white board and chalk board instructional methods. As students are working remotely it is an optimal way to offer real-time step by step instructions, real-time collaboration, and real-time assistance with students working on math problems.  Teachers can watch students solve math problems and catch mistakes that are being made in real time to alleviate a child continuing to try to solve a problem in an incorrect process.  The white board can be used for students to comment on one others work and offer positive feedback.  By working together, it offers more of an in-person atmosphere as they can work synchronously.  For example, the instructor can post an image from a book and have students respond.  A question can be posted such as what would be the next step in our science project? Students can respond in words or with images, a drawn chart or information from documents.

Amplification:  Implementation of Google Jamboard would increase efficiency in my mind because teachers can catch inconsistency in work in, imperfections in solving math problems, and answer student questions in real-time. While teachers and students can converse in Google Meet, it is the ability to exchange ideas and see work in writing in real time through a Jam session that is unique.  It also has the ability to increase student productivity on group projects as students can collaborate with brainstorming and completed work with teacher involvement simultaneously.  

Transformation:  Using Google Jamboard over the course of the semester would fill the in person need of synchronously learning.  It would replace the need to be in person for students to collaborate on projects.  They would be working together building ideas and commenting on work via Google Jamboard.  The online interaction would also step in as the new way for hands on instruction/tutoring in math as students work would be viewed an accessed in real-time.

  

For more information on The R.A.T. model, click here on this link  https://techedges.org/r-a-t-model/

 

Google Jamboard hits the mark for engaging students and assisting teachers with interactive technology that aligns with The R.A.T. model.

So, what are you waiting for? 

Check out Google Jamboard for yourself and join the fun.