CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES by Cameron J. Anderson A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah Approved _________________________________ Ryan Cain, Ph.D. _________________________________ Peggy Saunders, Ph.D. _________________________________ Katarina Pantic, Ph.D. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 2 Acknowledgements I would like to thank all the members of my committee for their time and feedback. I would like to especially thank my committee chair Ryan Cain for all his help in guiding me through developing this project. I would like to thank my committee member Peggy Saunders for her feedback and for keeping me grounded throughout this process. I would also like to thank my committee member Katarina Pantic for being so accessible for help and feedback, it was a great help in completing this project on time. I would like to thank Courtney for her patience and sacrifice while I worked to complete this project. I would like to thank my friends and family for their encouragement and support to push through and finish. Lastly, I would like to thank my team members, past and present, at Promontory for their support and understanding while I worked to complete this. I could not have completed this process without these wonderful people in my life who made it possible. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 3 Table of Contents Acknowledgements ......................................................................................................................... 2 Table of Contents ............................................................................................................................ 3 List of Tables ................................................................................................................................. 5 Abstract .......................................................................................................................................... 6 Nature of the Problem ..................................................................................................................... 7 Literature Review ........................................................................................................................ 8 The Ideal: 1:1 Initiatives Used with Best Practices to Improve Instruction ............................ 8 The Reality: Mixed Results, Devices’ Full Potential Not Realized ...................................... 10 Discrepancy Between Ideal and Reality ................................................................................ 11 Summary ............................................................................................................................... 16 Purpose ......................................................................................................................................... 17 Method ......................................................................................................................................... 20 Context ..................................................................................................................................... 20 Procedures ................................................................................................................................ 21 Process for Developing Lesson Plans .................................................................................... 21 Protocol for Self-Reflection ................................................................................................... 22 Standards Covered ................................................................................................................. 22 Design of the Lessons ................................................................................................................... 25 Discussion .................................................................................................................................... 28 Insights from Reflective Journal ............................................................................................... 29 Conclusion ................................................................................................................................ 31 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 4 References .................................................................................................................................... 33 Appendix A – Unit Overview ....................................................................................................... 37 Appendix B – Lesson One ............................................................................................................ 39 Appendix C – Lesson Two ........................................................................................................... 45 Appendix D – Lesson Three ......................................................................................................... 52 Appendix E – Lesson Four ........................................................................................................... 55 Appendix F – Reflective Journal .................................................................................................. 60 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 5 List of Tables Table 1 ......................................................................................................................................... 18 Table 2 ......................................................................................................................................... 29 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 6 Abstract Schools and districts across the country have been adopting 1:1 device-to-student initiatives in hopes of improving student outcomes; but the results have shown that the initiatives alone do not create that improvement. This paper identifies some of the roadblocks that may be holding schools and districts back from enjoying the possible benefits of these initiatives. It also offers an example of curriculum design that makes specific use of the capabilities of 1:1 devices. By considering how the devices benefit or detract from each piece of a lesson, the result is a curriculum that makes use of the capabilities of the devices while maintaining the benefits of offline instruction. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 7 Nature of the Problem Schools and districts across the United States have been increasingly adopting 1:1 device-to- student initiatives in the hopes of saving money, increasing instructional capabilities, and teaching 21st century skills (Zheng et al., 2016). These 1:1 device-to-student initiatives can be defined as a school or district providing one computing device1 for each student enrolled. Some schools provide a device for each student at the beginning of the school year which is checked out, while others have devices that are kept in each classroom. Research has demonstrated that the use of technology in K-12 education has the potential for positive results in several areas. The most frequently noted benefit in the research is increased student engagement in the material (Carver, 2016; Gherardi, 2017; Keengwe et al., 2012; Zemmahi et al., 2015). Other benefits include improved assessment (Gherardi, 2017); improved differentiation (Carver, 2016); and improved collaboration among students (Keengwe et al., 2012; Zemmahi et al., 2015). Though the initiatives have shown promise, many of these initiatives are being implemented without a plan in place to support real pedagogical change that makes use of the devices, which is producing mixed results in effectiveness (Harper & Milman, 2016). Some districts have rolled out 1:1 initiatives with no curriculum development, professional development, or infrastructure to support the change (Zheng et al., 2016), which has added to the challenge of the effective implementation of the initiative. Frequently, schools and teachers do not make particular use of the devices as pedagogical tools. Rather, they use them as a medium for direct replacement of textbooks, worksheets, and whiteboards without adapting teaching strategies to the new tool available (Russell et al., 2003). In addition, some teachers simply choose not to implement the technology into their classrooms to any significant degree 1 Computing devices include Chromebooks, laptops, and tablets such as iPads CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 8 (Windschitl & Sahl, 2002). Without making use of the unique abilities of the devices or making use of the devices to a significant degree at all, the potential benefits of the devices are not realized. Possible reasons why 1:1 initiatives are not being used as effectively as they could be include educators bringing their own personal opinions about which technologies should be used in the classroom and to what degree those technologies should be used (Gherardi, 2017; Harper & Milman, 2016; Larkin & Finger, 2011; Windschitl & Sahl, 2002); teachers’ differing levels of computer skills, lack of time given to adjust practices, and lack of support in using the devices (Delgado et al., 2015; Penuel, 2006; Zemmahi et al., 2015; Zheng et al., 2016) and not enough time being spent developing curriculum that makes use of the devices (Gherardi, 2017; Harper & Milman, 2016; Keane et al., 2012; Warschauer et al., 2014). Educators would benefit from using new models of teaching that make specific instructional use of technology (Russell et al., 2003). In this project, I have created a series of lesson plans designed for a Health Education classroom that addresses these common pitfalls of implementation of 1:1 device initiatives, while also taking advantage of the opportunities that the devices offer. Literature Review The Ideal: 1:1 Initiatives Used with Best Practices to Improve Instruction Many schools and districts across the United States have been adopting 1:1 device-to-student initiatives in the past two decades. As noted earlier, these initiatives have typically been adopted hoping to realize the purported benefits, including improved student engagement in the material (Carver, 2016; Gherardi, 2017; Keengwe et al., 2012; Zemmahi, et al., 2015); improved assessment (Gherardi, 2017); improved differentiation (Carver, 2016); and improved collaboration among students (Keengwe et al., 2012; Zemmahi et al., 2015). CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 9 1:1 device-to-student initiatives have shown the potential to increase student engagement in the material (Gherardi, 2017; Keengwe et al., 2012). This can be measured both by teacher perception (Gherardi, 2017) and by student perception (Keengwe et al., 2012). For example, Penuel (2006) in his study on the effects of 1:1 computing initiatives found that half of the studies looked at in the research synthesis reported positive effects of device initiatives on student engagement and motivation. Improved student engagement has also been shown to be a major deciding factor in whether teachers choose to increase integration of technology in their classrooms (Carver, 2016). Improved formative assessment is another noted change and benefit of properly implemented 1:1 initiatives (Gherardi, 2017). In this study, they found that teachers in one school district felt that formative assessment has changed and improved after implementing 1:1 devices, as well as agreeing that the assessment had become more formative in nature. By using 1:1 devices, teachers were able to transform the way they assessed students, such as through project-based learning and new ways of students expressing mastery rather than through traditional testing measures alone (Gherardi, 2017). Integrating technology into the classroom was also found to improve teachers’ ability to differentiate instruction (Carver, 2016; Gherardi, 2017). Devices allow access to online tools that would otherwise be impossible or impractical for students to use. In addition, by improving engaging independent work, teachers would have the opportunity to spend more time working with individuals and small groups. When students spend more time engaged with independent work, teachers’ time can be freed up from delivering direct instruction and utilized for working more closely with individual or small groups of students (Gherardi, 2017). CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 10 Another noted benefit of 1:1 initiatives is an improvement in collaborative work among students (Keengwe et al., 2012; Zemmahi et al., 2015). After the district implemented a 1:1 initiative, teachers in Urbana School District in Illinois noted that in addition to working on more collaborative assignments, students were seen more frequently interacting with their in-class peers to help them with use of the devices. They felt that this showed the devices contributing to a more collaborative environment where students could assist each other in the classroom (Zemmahi et al, 2015). A key outcome of successful initiatives was found to be that students with devices spend more time engaged in collaborative and project-based learning than students without devices (Keengwe et al., 2012). The Reality: Mixed Results, Devices’ Full Potential Not Realized Although many benefits of 1:1 device-to-student initiatives have been shown in places that have successfully implemented the initiatives, the overall results on effectiveness have been mixed. As discussed above, some studies show benefits in certain areas, including increased engagement and differentiation (Carver, 2016; Gherardi, 2017; Zemmahi et al., 2015). However, other studies show little benefit in 1:1 device-to-student initiatives. (Delgado et al., 2015) Frequently, schools and districts have implemented these initiatives with the belief that the devices themselves are the pedagogical change, but the schools and districts that have been more successful seem to be the ones that view the devices as a tool that can be used to allow for other pedagogical changes (Keane et al., 2012; Weston & Bain, 2010). Many initiatives are being implemented without the proper support for teachers and students or infrastructure to create real pedagogical change (Zheng et al., 2016). Teachers and schools may not be using the devices to their full potential (Russell et al., 2003; Weston & Bain, 2010), and some teachers do not CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 11 implement the technology into their classroom to a significant degree at all (Windschitl & Sahl, 2002). Discrepancy Between Ideal and Reality Researchers have also found several reasons that 1:1 device-to-student initiatives have not worked to their full potential in schools. Some of those reasons include educator perception of the place of technology in the classroom, which influences how much they choose to use it (Gherardi, 2017; Harper & Milman, 2016; Larkin & Finger, 2011; Windschitl & Sahl, 2002); teachers’ level of computer skills that influence how much they choose to use technology and how well they are able to use it (Delgado et al., 2015; Penuel, 2006; Zemmahi et al., 2015; Zheng et al., 2016); lack of support for teachers and/or students, which can prevent teachers from ever attempting to implement technology into their classroom (Delgado et al., 2015; Ferguson, 2017; Gherardi, 2017; Penuel, 2006; Zheng et al., 2016); and lack of specialized curriculum that uses the devices to their full advantage (Gherardi, 2017; Harper & Milman, 2016; Keane et al., 2012; Warschauer et al., 2014). Teacher perception. Individual teachers have been found to bring their own preconceptions of technology into the classroom, including positive or negative general perceptions of technology as well as opinions about the extent that technology should be used in the classroom. Teachers’ belief systems about their students, their school, and what constitutes good teaching heavily influence their decision to implement or not implement technology into their classrooms (Harper & Milman, 2016; Windschitl & Sahl, 2002). Teacher perception of barriers to the use of technology in American elementary schools include too much curriculum to cover, lack of time, and the need to cater teaching to standardized testing (Larkin & Finger, 2011). CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 12 Teachers who hold a more constructivist view of instruction rather than a traditional one were found to be more likely to use technology in their classrooms to a higher degree and enjoy a higher degree of success in doing so (Rosen & Beck-Hill, 2012; Silvernail et al., 2011; Sultan et al., 2011). Teachers who believe that their students can do complex assignments on their own may be more likely to use devices to facilitate larger projects and allow students to choose their own research topics, while teachers who are concerned that students will become distracted by internet access and/or use devices to play games are likely to use the devices less often (Penuel, 2006). According to Gherardi (2017), “interview participants who expressed a fixed conception of how they should teach, what they should teach, and what children should do in schools tended to resist the notion that technology could or should fundamentally change their classroom” (p. 179). Thus, an educators' belief that technology does not belong in schools to the degree that it is being implemented can mean that technology will not be implemented with as high of a success rate as possible. Computer skills. Along with teachers’ perceptions of the place of technology in the classroom, teachers’ individual comfort level with using that technology was also found to be a possible determining factor in the success or failure of 1:1 student-to-device initiatives. Teachers’ lack of computer skills could contribute to lesser usage of the devices overall (Delgado et al., 2015). Teachers’ lack of confidence in using technology in the classroom has been found to contribute to apprehensiveness towards the initiatives (Zheng et al., 2016), which could in turn influence their willingness to utilize the devices, as discussed above. When considering teachers’ level of computer skills, it is often thought that teachers need assistance with simply using the devices. Penuel (2016) found that while most professional development on technology tended to focus on providing teachers with basic computer skills, CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 13 teachers reported that what they really needed help with was integrating the technology into their instruction. Likewise, a review of the implementation of a 1:1 initiative in Urbana School District in Illinois found that teachers overall were comfortable with simple tasks like word processing, but needed additional training in applications like video or photo editing (Zemmahi et al., 2015). One study found that two-thirds of teachers interviewed did not have the necessary skills in areas such as spreadsheets and slideshow applications (Wachira & Keengwe, 2011). Assisting teachers with some of the more complex uses of devices through professional development or coaching could lead to higher use rates and more successful implementation of 1:1 initiatives. Lack of training and support. Lack of proper training and support for teachers and students can be another barrier to the effectiveness of 1:1 initiatives. Zheng et al. (2016) found that many teachers working in schools with 1:1 initiatives had initial concerns about the use of devices in the classroom, including lack of technical knowledge, lack of support, and fear of losing control of their classrooms. The meta-analysis found that these negative perceptions persisted when teachers were not given proper technical support and professional development; but when sufficient training and support were provided, teachers became more confident and efficient in their use of technology over time (Zheng et al., 2016). Furthermore, Penuel (2016) found that professional development that is focused on helping teachers become more “student-centered” in their teaching had a positive effect on device usage in classrooms. In this research study, the author found that studies most often reported that, along with support in integrating technology into instruction, informal help from colleagues and access to coaching were important to the success of the initiatives (Penuel, 2016). In addition to training in use of the devices, lack of technical support may have a negative effect CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 14 on the implementation of 1:1 initiatives. Teachers and students may not be equipped to deal with technical issues that come up in the classroom, and slow technical support in schools can reduce the availability of technology for students when their devices are having technical problems (Wachira & Keengwe, 2011). Teachers who do not receive proper training and support in adapting their curriculum and classroom practices to 1:1 devices may experience persisting negative perceptions about the devices, which could lead to lower use and less success in implementing the initiatives. Lack of curriculum. A lack of curriculum specific to use with devices and/or teachers’ pedagogical knowledge of how to make use of the devices could be a contributing factor in a 1:1 initiative’s lack of success. While looking at 1:1 initiatives in three different school districts across the country, Warschauer et al. (2014) found that the districts that implemented specific laptop-based curriculum were more successful than the district that did not. The district that did not implement a specific curriculum saw the laptops as being the change that would allow students more ownership of their learning on its own and was removed from specific curricular aims. Another potential barrier in effective implementation of 1:1 initiatives is knowing when technology is not the answer to a problem (Leary et al., 2016). While schools have looked towards device initiatives to bring about a change in teaching and learning, the devices themselves were found not to be as important as the change in pedagogy that the devices allow (Keane et al., 2012; Weston & Bain, 2010). That is, digital implementation of the same curriculum that was being used previously does not actually indicate any change in teaching practices or in student learning. For example, if a teacher moves a paper reading passage and worksheet onto a laptop device, there would likely be no beneficial change to student learning. Alternatively, if a teacher leads students in creating an informative website CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 15 that is accessible by the public, that teacher is transforming their normal practice to utilize the unique beneficial properties of the devices. When technology is transformative and allows for student creativity, the unique beneficial properties of 1:1 devices may be more likely to be realized (Kimmons, 2020). Some studies suggested that teachers may lack the pedagogical knowledge of how to shift their teaching from traditional formats to make use of the devices on their own (Wachira & Keengwe, 2011), which demonstrates the need for the creation of specialized curriculum and professional development that would allow for the desired change to occur. As discussed above, “student-centered” approaches to teaching may have a positive effect on 1:1 initiatives when compared to traditional “teacher-centered” approaches to teaching (Penuel, 2016). Harper and Milman (2016) found that traditional curriculum may slow the successful implementation of device initiatives as opposed to the use of curriculum that is specifically redesigned for use with the devices. Due to the issues highlighted here, there is a need for a specialized curriculum that addresses the discrepancy between the ideal use of 1:1 devices and the reality of how they have been implemented (Russell et al., 2003). 1:1 student-to-device initiatives have shown the following opportunities for improved curriculum implementation: improved formative assessment (Gherardi, 2017); improved differentiation of instruction (Carver, 2016); and improved collaboration between students and other students, and between students and teachers (Keengwe et al., 2012; Zemmahi et al., 2015). Despite the potential benefits, obstacles exist that block effectively integrating 1:1 devices, including students' lack of computer skills (Wachira & Keengwe, 2011); curriculum which does not make use of the unique properties of the devices (Warschauer et al., 2014; Keane et al., 2012; CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 16 Weston & Bain, 2010); and knowing when computing devices are not the ideal tools for a task (Leary et al., 2016). Summary While adoption of 1:1 student-to-device initiatives may offer several potential benefits, those benefits are often not completely realized. Some of the reasons that schools and districts that have adopted 1:1 initiatives may not be seeing these benefits include educator perception of the place of technology in the classroom (Gherardi, 2017; Harper & Milman, 2016; Larkin & Finger, 2011; Windschitl & Sahl, 2002); teachers’ level of computer skills (Delgado et al., 2015; Penuel, 2006; Zemmahi et al., 2015; Zheng et al., 2016); lack of technical support for teachers and/or students (Delgado et al., 2015; Ferguson, 2017; Gherardi, 2017; Penuel, 2006; Zheng et al., 2016); and lack of specialized curriculum that makes use of the devices (Gherardi, 2017; Harper & Milman, 2016; Keane et al., 2012; Warschauer et al., 2014). When districts and schools address some of these issues and use technology as a transformative tool that allows for student creativity, the beneficial properties of 1:1 devices may be more likely to be realized (Kimmons, 2020). CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 17 Purpose As it can be seen from the literature review provided in this paper, 1:1 device-to-student initiatives have the potential for positive pedagogical change. However, many schools and districts are implementing these initiatives without the proper support and curriculum to go along with the devices. Schools and districts who have viewed these devices as tools for change rather than as the change in and of themselves have seen more of the potential positive benefits, such as improved engagement, differentiation, assessment, and collaboration. Curriculum that takes advantage of these devices as tools is a necessary step towards real pedagogical change. In this project, I created a cross-disciplinary unit of study that combines reading literature and writing standards from English/Language Arts, mental health standards from Health Education, and Digital Literacy standards while utilizing 1:1 Chromebook devices to enhance collaboration between instructors and students. “Chromebook” here can be defined as a laptop computer that has limited storage space on the device, meaning that the device is used primarily for connection to the internet and basic tasks such as word processing. Table 1 shows the major opportunities and obstacles that I have identified in the implementation of 1:1 student-to-device initiatives, as well as how this curriculum addressed each of them. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 18 Table 1 Opportunities and Obstacles Using 1:1 Devices and How This Curriculum Addresses Them Opportunity/obstacle How it was addressed Improved formative assessment (Gherardi, 2017) Curriculum uses a project-based learning approach to assess student knowledge through a summative project Digital tools allow students and instructors to provide feedback in a timely manner Improved differentiation of instruction (Carver, 2016) Curriculum allows for multiple modes of students’ expression of knowledge Content delivered verbally and visually Computer-based tools such as text-to-speech available Improved collaboration among students and instructors (Keengwe et al., 2012; Zemmahi et al., 2015) Open lines of communication between instructors Students worked together in group discussions and provided peer feedback on work Lack of computer skills by students (Wachira & Keengwe, 2011) Open communication for students with instructors and classroom aide for troubleshooting Knowing when technology is not the proper tool for the activity (Leary et al., 2016) Each piece of the lesson was considered for whether the devices improved, were neutral to, or detracted from the value of the curriculum piece Curriculum which does not make use of devices’ unique properties (Warschauer et al., 2014; Keane et al., 2012; Weston & Bain, 2010) Curriculum seeks to be transformative and allow for creativity rather than directly replacing traditional curriculum The purpose of this project is to: 1. Create curriculum which makes use of the unique abilities that Chromebook devices possess. Some of those abilities include providing feedback using comments in Google Docs, creating works that can be viewed by the public, and conducting research beyond the available materials in the classroom. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 19 2. Create curriculum which utilizes 1:1 Chromebooks as a tool for the implementation of a cross-disciplinary curriculum while lacking the physical space to bring both teachers and classes together. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 20 Method Context This curriculum was created in collaboration with an English/Language Arts teacher to create an interdisciplinary unit that covers English/Language Arts, Health Education, and Digital Literacy curriculum standards. This curriculum is designed to be used with 7th and 8th grade students. The curriculum includes in-person lesson plans as well as any necessary adaptations for use with distance learners. Distance learners are students who have chosen to complete all schooling online for this school year due to the Covid-19 pandemic. These students work asynchronously, which means that they do not have regularly scheduled class time and complete their work independently at any time during the day. Each teacher meets with these students via online video calls once per week and additionally as necessary. The unit includes mental and emotional health standards taught in the Health Education classroom, combined with a reading of a book called Touching Spirit Bear (Mikaelsen, 2001) in the English/Language Arts classroom. The book touches on many mental health themes and serves the purpose of having fictional characters who students have a connection with, who, in turn, serve as examples for the topics in Health Education, while simultaneously deepening the understanding of the characters in the book. The school in which this curriculum will be implemented has employed a 1:1 device-to-student initiative. Each student has their own Chromebook device that is checked out to them at the beginning of the school year. These devices are kept with the students throughout the day and are taken home by the students after school. Since the devices are taken home, students are also able to complete their schoolwork on these devices at home. Distance learners have Chromebook CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 21 devices checked out to them at the beginning of the school year, while the instruction is delivered to them digitally through Google Classroom. Procedures Process for Developing Lesson Plans I developed the unit using the Understanding by Design template for backwards design (Wiggins & McTighe, 2005). This template allowed me to begin by selecting the standards to be covered and my desired results for students based on these standards. The standards to be covered (see below) in the lesson plans were selected based on how well I felt they could be covered during this short unit. During the development of the lessons, I reflected at the end of each writing session on how 1:1 devices improved, was neutral to, or detracted from each element of the lesson. Lesson elements were then either altered to benefit from use of devices or remained as traditional strategies, such as face-to-face discussion. To relate the Health Education lesson plans to the English/Language Arts curriculum, I read the book Touching Spirit Bear (Mikaelsen, 2001) to understand the content that students worked through. This book includes themes of mental health, anger management, and suicide, which drove how I approached these topics in the Health Education lessons. Having read the book, students have a background and emotional connection to these issues and by including excerpts from their reading, the Health Education lessons make use of that background. I wrote the lesson plans over several writing sessions, with each session concluding in a 5-minute self-reflection, the protocol for which will be described below. This curriculum is comprised of four lesson plans (see Appendix B – E) designed to be delivered over four 45- minute class periods, with the possibility of extra time to be taken for the final assessment. The lesson plans include learning objectives, evaluative criteria for students, and an explanation of CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 22 the procedures for each lesson. Each lesson plan includes a modification to be used with distance learners who are completing the lessons asynchronously from home. Protocol for Self-Reflection At the end of each curriculum writing session, I completed a 5 – 10-minute self-reflection on the writing process, which was documented in a reflection journal. This reflection includes my thoughts about the lesson design process, the challenges of writing, the challenges of adapting each lesson plan to distance learners, as well as how useful I found the 1:1 devices to be for each part of the lesson. This reflective journal is meant as an exercise to provide me with information about which parts of the curriculum most benefitted from the use of digital devices and which parts did not. I also documented any difficulties with using the devices in the lessons that I encountered during this process of developing this unit. By completing this reflective journal, I was able to consider each lesson plan for whether the 1:1 devices benefitted or detracted from the value of the lesson. If the piece of the lesson did not benefit from the use of the devices, it was altered to be more valuable, noted in the reflective journal, or was included in the lesson plan as a traditional method. For example, discussion protocols could be hosted completely online, but I believe that there is value in face-to-face conversation, so traditional discussion among students were included along with a digital component. Standards Covered The following standards were chosen from each of the disciplines that relate to this unit. The disciplines include Health Education, English/Language Arts, and Digital Literacy. These standards are chosen based on how applicable they are to this topic and how well I felt they could be covered in the most depth during this short unit. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 23 Health Education. “Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services” (USBE, n.d.c). This standard is addressed in the first and second lessons where risk factors for suicide and mental illness are discussed, as well as resources to get help for mental health. “Standard HI.MEH.3: Explore relevant facts about self-harming behaviors and suicide, including warning signs, and where to turn for help.” (USBE, n.d.c). This standard is addressed in the second lesson where statistics and warning signs for suicide are discussed, as well as resources for where to turn for thoughts of suicide. English/Language Arts. “7/8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly” (USBE, n.d.b). This standard is addressed in the first lesson where students work together in groups on a discussion protocol. Digital Literacy (Student). “Strand 3: (Knowledge Constructor) Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others” (USBE, n.d.a). This standard is addressed in the third and fourth lessons, where students work on creating digital posters on Canva (canva.com), which is an online tool for graphic design that allows for the creation of digital posters, presentations, letters, etc. These posters utilize several digital tools such as online research, links to websites and other resources using hyperlinks and QR codes, and the creation of the posters themselves in a digital format (see Appendix D and E). CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 24 Digital Literacy (Teacher). “Strand 4: (Collaborator) Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems” (ISTE, 2021). This standard is addressed throughout the unit through my collaboration with the English/Language Arts teacher to create a cross-disciplinary curriculum in this unit. Each of us can use information from the other’s lessons that will be run simultaneously to deepen students’ understanding of both subject areas. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 25 Design of the Lessons The lesson plans (see Appendix A - E) in this unit were created using the Understanding by Design template for backwards design (Wiggins & McTighe, 2005). Backwards design is used to create curriculum beginning with the results in mind. Before designing the lesson plans, the desired results for students are stated, then lesson plans are designed intentionally to achieve those desired results. This template was chosen to deliberately connect my desired outcomes for students with the design of the lesson plans and materials. It was also chosen because of my familiarity with the template. The template allowed me to break down my desired results for students and how students will show evidence of their understanding of the material throughout the unit. The first lesson (see Appendix B) connects the students’ reading of the book Touching Spirit Bear (Mikaelsen, 2001) in their English/Language Arts class with the topic of mental health in the Health Education classroom. The excerpt from the book is used to provoke the students’ memory of their reading and then leads them to think about stress and anger management using those characters. The students then interact on a Google Jamboard to document their discussion on different scenarios. Google Jamboard is an online collaborative whiteboard space where students can post text and pictures that can be seen by all participants in that whiteboard space (see Appendix B for example). The Jamboard allows students to work and think somewhat at their own pace while still participating in the discussion with each other. The Jamboard allows for asynchronous distance students to have a discussion with each other while working at different times throughout the day. The second lesson (see Appendix C) connects the students’ reading with suicide prevention standards in the Health Education classroom by beginning with a reading of an CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 26 excerpt from the book Touching Spirit Bear (Mikaelsen, 2001) that describes one of the character’s struggles with suicidal thoughts. The students will use 1:1 computing devices to research online sources on suicide statistics and prevention and take guided notes. This internet access allows students freedom to do their own research that would be limited without devices with internet access. Internet accessible sources also allow for asynchronous distance learners to do research from home without relying on physical sources available only at the school. The third lesson (see Appendix D) involves students practicing with the digital tools that they will be using to complete their final assessment for the unit. The teacher demonstrates how to use Canva as a tool for creating digital posters by modeling the use of the elements included in the tools and how students can customize their own digital posters. After instruction, students practice using Canva to create their own digital poster that includes information about themselves. Canva allows students to create something in a different medium than paper. While some students may prefer creating on paper, others will prefer to express themselves using a digital tool such as this. Students will be able to express their learning in a different way than traditional methods, such as testing, allow for. The final lesson (see Appendix E) reviews the mental health information that has been learned in the first lessons as well as the use of digital tools, after which the students create their final project for the unit. The final project is a Canva digital poster that educates the public on stress management and suicide prevention resources. Students create a digital poster that is meant to teach others about techniques that they can use for their own mental health and to distribute resources for mental health help. Resources include the suicide prevention hotline and a link to the SafeUT website, which is a website that is run by the state of Utah that allows students to speak confidentially with a counselor about any mental health struggles that they are CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 27 having. Canva allows students to show evidence of their learning from the unit as well as to create a product that can be shared with an audience beyond the classroom. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 28 Discussion Throughout this project, I gained an appreciation for the difficulties and roadblocks of creating curriculum that makes full use of 1:1 computing devices. By creating this curriculum that was designed specifically for the devices rather than simply digitizing traditional curriculum, I was able to address some of the opportunities and obstacles that the devices present, as shown in Table 1. The curriculum allows students to express their learning in a different way than a traditional test. The use of technology allows their work to be shown to a larger audience than those in the classroom since it can be shared quickly and easily with the rest of the school, parents, the community, etc. Specific practice ahead of time with the digital tools to be used by both the instructor and the students may result in better understanding of the tool when the students create their final projects for the unit. The following table revisits the opportunities and obstacles presented by 1:1 devices that were identified in the literature review of this paper and summarizes my successes and challenges with each during this project. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 29 Table 2 Successes and Challenges from Opportunities and Obstacles with 1:1 Devices Opportunity/obstacle Successes/challenges Improved formative assessment (Gherardi, 2017) Discussion protocols are saved online, teacher can provide real time feedback as they are being completed Exit tasks allow for checking for understanding Improved differentiation of instruction (Carver, 2016) Lessons were designed for both in-person and distance learners Future lesson design could include more digital tools for differentiation for students with different learning needs Improved collaboration among students and instructors (Keengwe et al., 2012; Zemmahi et al., 2015) Discussion protocols allow students to work together Peer feedback on digital posters Lack of computer skills by students (Wachira & Keengwe, 2011) Challenging to address distance students’ computer skills Knowing when technology is not the proper tool for the activity (Leary et al., 2016) Reflective journal provided a process for considering how each piece of lesson did or did not benefit from devices Curriculum which does not make use of devices’ unique properties (Warschauer et al., 2014; Keane et al., 2012; Weston & Bain, 2010) Discussion protocols allow distance students to work with each other Digital posters provide option for expression of learning that is different from testing; authentic product that could be distributed to audience outside of classroom Insights from Reflective Journal Through the process of writing my reflective journal (see Appendix F) I learned several things that will inform my future lesson plans and use of technology. While challenges exist, there are also benefits to designing a curriculum for 1:1 devices. By working through this reflective process, I was able to see which elements of the curriculum would be the most changed by being adapted for use on the devices and which elements do not necessarily need to be digitized and would be similar without the devices. For example, filling out a worksheet on a CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 30 computer screen likely does not provide any benefit to learning compared to filling out that same worksheet on paper. By designing curriculum that was intended to be used with 1:1 devices, students will be able to work on the assignments and communicate with each other in a more flexible way than they would without the devices. Due to Covid-19, many schools have in-person students as well as asynchronous distance students. Using this method of designing curriculum for use with the devices, I was able to make adaptations for distance learners in addition to any other students who have been quarantined during those lessons. Since the lessons were already designed to be completed on devices, there were not as many adjustments that needed to be made for distance learners as there typically are when planning a lesson for in-person use. The design of these lessons also allows for distance students to interact with each other and with the instructor more than they would if they were offered paper packets to complete. By utilizing collaborative online spaces such as Google Jamboard, students working from home can interact with each other and with students who are in the brick-and-mortar classroom. By having devices, students can communicate with instructors via email quickly and easily throughout the day. Though this is a temporary situation, I believe that these benefits will extend beyond this school year, providing students with more flexibility to complete their work while home sick or on vacation. The communication offered by the devices, such as email, online webpages, and internet access, could provide another benefit, which is that students’ work can be shared with a larger audience very easily. A website or blog can be created in a matter of minutes to house the students’ work, which can then be shown off to parents or community members. By allowing for work to be seen by a larger audience than those in the classroom, students may be more likely to CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 31 view what they are doing as important and as contributing something to the community rather than something being done just to receive a grade for completion and for the teacher’s eyes only. One unforeseen roadblock that I ran into while designing this curriculum was that for each digital tool used that requires students to sign in, the company that provides that tool needs to have a data privacy agreement with either the school or the state. Some of these companies have a clean and easy process for this, which involves a data privacy agreement sent by the school to be signed by the company. Some companies have a more complicated process for the teacher and require permission slips signed for each student that is using the tool, which creates a hurdle that teachers will likely find to be not worth the time and effort. Additionally, even those companies which have a simple process still require the instructor to plan ahead by at least one week in order to process the agreement. While this may not be a large obstacle, it may still add to the perceived complexity of designing a curriculum like this one for some teachers. Conclusion This curriculum project provides an example of the process that I can use going forward to utilize 1:1 computing devices in a way that improves and transforms my instruction. Additionally, my process of reflective planning may inform other busy educators looking to use technology to facilitate interdisciplinary learning and make decisions about how to best integrate technology into their instruction. By integrating multiple disciplines into lessons, students can make deeper and more authentic connections in their work than they would when each subject is always kept separate from one another. While 1:1 computing devices can be used only for the benefit of saving paper by moving traditional worksheets and readings over to the device, their real potential comes from transforming the way that instruction is delivered and the way that students participate in CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 32 instruction. With curriculum that is specifically designed for use with the devices, their potential to transform instruction can be more fully realized. Curriculum that is designed from the beginning for use with devices allows for a transformation in pedagogy that lets students express their learning in different ways, reach out to an audience beyond the classroom, and to work and communicate in a more flexible way rather than being limited by the physical space of the classroom and the time frame of the class period. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 33 References Carver, L. B. (2016). Teacher perception of barriers and benefits in K-12 technology usage. Turkish Online Journal of Educational Technology-TOJET, 15(1), 110–116. Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education: Research, 14, 397–416. Ferguson, J. M. (2017). Middle school students’ reactions to a 1:1 iPad initiative and a paperless curriculum. Education and Information Technologies, 22(3), 1149–1162. Gherardi, S. (2017). Digitized and decoupled? Teacher sensemaking around educational technology in a model 1: 1 program. Mid-Western Educational Researcher, 29(2), 166– 194. Harper, B., & Milman, N. B. (2016). One-to-one technology in k–12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142. doi: 10.1080/15391523.2016.1146564 International Society for Technology in Education (ISTE). (2021). ISTE Standards for Educators. https://www.iste.org/standards/for-educators Keane, T., Lang, C., & Pilgrim, C. (2013). Pedagogy! iPadology! Netbookology! Learning with mobile devices. Australian Educational Computing, 27(2), 29–33. Keengwe, J., Schnellert, G., & Mills, C. (2012). Laptop initiative: Impact on instructional technology integration and student learning. Education and Information Technologies, 17(2), 137–146. Kimmons, R. (2020). Technology integration: Effectively integrating technology in educational settings. In A. Ottenbreit-Leftwich & R. Kimmons (Eds.), The K-12 Educational CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 34 Technology Handbook. EdTech Books. https://edtechbooks.org/k12handbook/technology_integration Larkin, K., & Finger, G. (2011). Informing one-to-one computing in primary schools: Student use of netbooks. Australasian Journal of Educational Technology, 27(3), 514–530. Leary, H., Severance, S., Penuel, W. R., Quigley, D., Sumner, T., & Devaul, H. (2016). Designing a deeply digital science curriculum: Supporting teacher learning and implementation with organizing technologies. Journal of Science Teacher Education, 27(1), 61–77. https://doi.org/10.1007/s10972-016-9452-9 Mikaelsen, B. (2001). Touching spirit bear. Scholastic, Inc. Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348. Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: Lessons from the time to know program. Journal of Research on Technology in Education, 44(3), 225–241. Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310. https://doi.org/10.1177/0022487103255985 Silvernail, D. L., Pinkham, C. A., Wintle, S. E., Walker, L. C., & Bartlett, C. L. (2011). A middle school one-to-one laptop program: The Maine experience. Gorham, ME: Maine Educational Policy Research Institute, University of Southern Maine. Sultan, W. H., Woods, P. C., & Koo, A. C. (2011). A constructivist approach for digital learning: Malaysian schools case study. Journal of Educational Technology & Society, 14(4), 149– 163. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 35 Utah State Board of Education (USBE). (n.d. a). Digital Literacy. Utah Education Network. https://www.uen.org/core/core.do?courseNum=520420 Utah State Board of Education (USBE). (n.d. b). English Language Arts Grade 8. Utah Education Network. https://www.uen.org/core/core.do?courseNum=4280 Utah State Board of Education (USBE). (n.d. c). Health Education I (7-8). Utah Education Network. https://www.uen.org/core/core.do?courseNum=7100 Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17–25. https://doi.org/10.1007/s10956-010-9230-y Warschauer, M., Zheng, B., Niiya, M., Cotten, S., & Farkas, G. (2014). Balancing the one-to-one equation: Equity and access in three laptop programs. Equity & Excellence in Education, 47(1), 46–62. doi: 10.1080/10665684.2014.866871 Weston, M. E., & Bain, A. (2010). The end of techno-critique: The naked truth about 1: 1 laptop initiatives and educational change. Journal of Technology, Learning, and Assessment, 9(6), n6. Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Pearson. Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205. Zemmahi, H., DelMastro, N., & Del Rhodes, F. A. (2015). An evaluation of the Urbana School District’s Chromebook initiative for classroom. https://www.academia.edu/14881970/An_Evaluation_of_the_Urbana_School_District_s_ CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 36 Chromebook_Initiative_for_Classroom_Teachers_University_of_Illinois_Urbana_Cham paign Zheng, B., Warschauer, M., Lin, C., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052-1084. doi: 10.3102/0034654316628645 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 37 Appendix A – Unit Overview Mental Health/Suicide Prevention Unit I. Stage 1: Desired Results A. Established goals 1. Transfer (Students will be able to independently use their learning to…) a) Identify when they or someone close to them may be at risk for mental illness and/or suicide and offer/seek help b) Create and share artifacts using digital tools such as Canva and Google Suite 2. Understandings (Students will understand…) a) Risk factors for mental illness and/or suicide b) How to access mental health resources c) Resources available to create digital artifacts II. Stage 2: Evidence A. Evaluative Criteria 1. Students will demonstrate knowledge of the warning signs of mental illness and suicide 2. Students will demonstrate knowledge of how to locate resources for mental illness and suicide 3. Students will demonstrate an ability to collaborate on and create a digital poster B. Assessment 1. Exit tasks on days 1 and 2 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 38 a) Day 1: Students will respond to the following prompt in a Google Form: What are some ways that you can express your anger in a healthy way? b) Day 2: Students will respond to the following prompt in a Google Form: If you believe that someone close to you is at risk of mental illness or suicide, what are the steps that you would take to help that person? 2. Digital poster created on Canva that highlights mental health and suicide prevention resources available to teenagers in Utah III. Stage 3: Learning Plan A. Summary of key learning events and instruction 1. Anger and stress management techniques 2. Suicide warning signs, prevalence in Utah, and resources to get help 3. Practice with digital tools 4. Creation of digital posters on Canva that highlight anger/stress management techniques, and mental health and suicide prevention resources CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 39 Appendix B – Lesson One Day 1 I. Journal (entry task) (5 minutes): Students will respond in 3 - 5 sentences to the following writing prompt: Expressing anger can be healthy. What would an unhealthy expression of anger look like? A. Teacher reminds students of their reading of “Touching Spirit Bear” in English/Language Arts. Teacher reads an excerpt from page 7 of the book to remind students of one instance of Cole’s anger. Teacher then leads a short class discussion about whether Cole’s expression of anger is healthy or unhealthy in “Touching Spirit Bear”. II. Techniques to control anger/stress and express in a healthy way (10 minutes) A. Teacher introduces techniques to control anger and/or stress. Could include: taking a break from the situation, journaling, meditation, breathing exercises B. Teacher leads class discussion on ways to express anger in a healthy way. Anger should be felt, but not all expressions of anger are healthy. What are some ways to express it in a healthy way? III. Student activity on expressing anger in a healthy way (10 minutes) A. Scenarios are posted on Google Jamboards. Students will spend time going through each scenario and responding to it by posting their response on the Google Jamboard where students can all see each other’s responses. Students will leave one response to another student’s comment when they finish each scenario. B. Scenarios: CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 40 1. After school you’re playing video games. Your mom/dad walks over and shuts off the game that you’re playing while you’re in the middle of it and tells you that you need to go do your chores first. How can you express your anger in a healthy way in this situation? 2. A nasty, untrue rumor about you is spreading through the school. Other students are teasing you about this rumor even though you’ve told them it’s not true. How can you express your anger in a healthy way in this situation? 3. After making it all the way to the finals, your soccer team loses the game because the referee missed a call. How can you express your anger in a healthy way in this situation? 4. You’ve been accused of cheating on a test at school even though you didn’t cheat. Your teacher is making you retake the test after school, which will mean you don’t get to hang out with your friends. How can you express your anger in a healthy way in this situation? IV. Connection to Touching Spirit Bear A. Discussion protocol on Cole’s anger issues (10 minutes) 1. What are some of the things that caused Cole’s anger issues? What are some of the things that helped to improve those issues? 2. Google Doc commenting practice: Students will start a Google Doc with their table groups, each will type a response to the discussion question and include their name. Then each student will comment on the others’ responses using the Google Docs comment tool. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 41 V. Exit task (5 minutes): A. Students will respond to the following prompt in a Google Form: What are some ways that you can express your anger in a healthy way? VI. Modifications for asynchronous distance learning: A. Discussion will be posted as a discussion question on Google Classroom, where students will be able to see and respond to each others’ responses. B. Teacher instruction on techniques will be recorded in advance on video using Loom and posted for students to watch. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 42 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 43 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 44 Sample Jamboard link CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 45 Appendix C – Lesson Two Day 2 I. Journal (5 minutes): If you had a friend who was having a hard time, what are some things that you could do to help them? II. Suicide prevention A. What were some warning signs that Peter exhibited before trying to commit suicide? How did Cole react? How could Cole have helped the situation after what he did to Peter? B. Suicide risk in Utah 1. Students will work in teams to explore statistics of suicide in Utah, which are significantly higher than the nationwide average. 8 of top 10 states for suicide rates are in the Mountain West, possible link to altitude. C. Warning signs of suicide 1. Students will explore risk factors and protective factors for suicide and discuss what can be done in schools to help prevent it. D. Resources for help 1. SafeUT app/website 2. Suicide prevention hotline 3. Parents/teachers/counselors III. Exit task (5 minutes): Google Form: If you believe that someone close to you is at risk of mental illness or suicide, what are the steps that you would take to help that person? IV. Modifications for asynchronous distance learning CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 46 A. Teacher instruction will be recorded using Loom and posted online for distance students to watch. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 47 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 48 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 49 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 50 Sample video link CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 51 Suicide Prevention Notes Use these links as well as any other sources that you find to read about suicide risk in Utah and fill out your notes: ● Utah Department of Health ● Utah Suicide Prevention Plan 2017 - 2021 Is Utah’s suicide rate higher or lower than the U.S. average? Are males or females more likely to die by suicide? What is one protective factor for suicide? What is one risk factor for suicide? What is Utah’s goal for reducing suicide rates by 2021? CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 52 Appendix D – Lesson Three Day 3 I. Journal (5 minutes): II. Practice with digital tools A. Teacher demonstration on features of Canva (10 - 15 minutes) 1. Teacher will share screen with Canva open 2. Demonstrate how to: a) add and manipulate elements b) add and manipulate text c) invite others to collaborate d) create a QR code and save as .png file e) add your own images into Canva B. Student practice with digital tools (20 minutes) 1. Students will practice with Canva elements by creating a poster all about themselves. The poster should include: a) Elements b) Text c) Images d) QR code II. Exit task: Gallery walk (5 - 10 minutes) A. Students will display the poster that they created B. Students will walk around the classroom to look at others’ posters CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 53 C. Students will then write in their notebooks something that they liked from another student’s poster III. Modifications for asynchronous distance learning A. Teacher instruction on techniques will be recorded in advance on video using Loom and posted for students to watch B. Students will submit practice posters on Google Classroom C. Practice posters will be made viewable by other students after they are submitted so that they can complete a virtual gallery walk CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 54 About Me Poster Instructions You will be creating a poster to practice using the different components in Canva. To do this, your poster will be telling us all about you. Make sure you try out as many different things in Canva as you can to get the hang of it. Be creative! The poster should include the following: 1. Components in Canva: a. Photos b. Text c. Shapes d. QR code e. Elements 2. Information about you a. Where were you born? b. Do you have any siblings? c. What are some of your hobbies? d. What are some of your favorite things (food, movie, song, etc.) CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 55 Appendix E – Lesson Four Day 4+ I. For this lesson, students will be synthesizing what was learned in the previous lessons on mental health and on digital tools to create an educational poster using Canva. II. Review information from days 1 and 2 A. Review strategies for stress management and healthy expression of emotions B. Students will share some ways that they could improve their Canva posters from their first attempt III. After creating a draft of their posters, students will pair up and provide feedback to each other using the peer review document. A. Before beginning, teacher will model what specific, helpful feedback looks like IV. Modifications for asynchronous distance learning: A. All instructions and rubric will be posted on Google Classroom B. Students will be paired up and document will be viewable on Google Classroom C. Students can collaborate asynchronously on this project and communicate through Google Docs and/or email CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 56 Poster Instructions You will be creating a poster to educate the public about some skills that they can use to improve their mental health, as well as resources that people can use if they are facing a mental health challenge. To do this, we will be using Canva.com. Use information that you learned in class this week as well as your own research. Be creative! The poster should include the following: 1. Components in Canva: a. Photos b. text c. shapes d. QR code e. elements 2. Strategies and information about the following topics: a. Stress management b. Healthy expression of emotions c. Suicide prevention (especially in Utah) 3. Resources for mental health help: a. QR code that links to SafeUT website b. Suicide prevention hotline CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 57 Poster Rubric: Category 10 7-9 4-6 1-3 Self- Assessment and Evidence Mental health The poster teaches the reader about skills to and techniques to improve mental health, includes relevant facts and data about mental health, and includes several resources for mental health help. The poster includes information about skills, techniques and resources to improve mental health, but does not include facts and data that show the importance of these things. The poster includes a basic list of skills or techniques to improve mental health, but makes no connection to the importance or ways that people can get help The poster makes little or no connection to skills or resources for mental health help. Digital tools The poster shows understanding of digital tools by including all of the following components: photos, text, shapes, QR code, and elements in Canva. Each student contributes to the design using their own device. The poster is missing one or more components. Students did not collaborate from their own devices. The poster is missing multiple components. Students did not collaborate from their own devices. The poster is missing almost all components. Students did not collaborate from their own devices. Layout The poster has an attractive The poster has an attractive The poster is challenging to The poster is messy, very CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 58 layout that is easy to understand. Poster space and graphic elements are used effectively. The poster avoids colorblind color combinations. layout using text and graphics that are easy to understand. understand and does not make full use of the space available. difficult to understand, makes poor use of the space available, and shows little attention to attractive design. Spelling and grammar There are no errors in spelling, grammar, and punctuation. There are 1-3 errors in spelling, grammar, and punctuation. There are 4-5 errors in spelling, grammar, and punctuation. There are more than 5 errors in spelling, grammar, and punctuation. CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 59 Peer Review ● You will be trading posters with a partner and providing feedback to them so that they can edit their poster before handing it in. ● Using the rubric on the next page, go through your partner’s poster and give them the following feedback for each section. Make sure it’s specific enough that they can use it to make changes! ○ One thing you think they did well on that section ○ One thing you think they can improve on that section A score of 1 - 10 for that section CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 60 Appendix F – Reflective Journal 2/6/2021 I created the outline for the unit. Something to consider is how to effectively assess individual students’ understanding on a collaborative project. Having a shared document for notes where I can see what each student contributed could be helpful. Another possibility would be for each student to create their own project, then pair up to provide feedback to each other so that they would work together collaboratively, but each of them provides their own evidence of learning during the assessment. 2/12/2021 I am finding it difficult to step outside of typical lesson elements and protocols to utilize the technology more effectively. Many things can be adapted to work on a device but may not serve much of a purpose compared to pencil and paper. I want to avoid the common pitfall of taking the normal lessons and moving them over to a computer without actually changing or improving the way that the lesson is delivered. 2/13/2021 Discussion protocols are something that could be aided by technology but would probably still work best face-to-face. Coming up with a way to combine both could be beneficial. There might be a good way to bring the distance learners into the discussion with the in-class learners which would be good to build some community between the two groups and to allow the distance learners a chance to interact with the class more than they usually get to while working asynchronously. A discussion protocol that could be held face-to-face but documented and annotated digitally may be the best option. 2/20/2021 CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 61 I want students to be making the connection between this mental health unit and the need for community outreach and education. One way that I believe digital tools like these can be transformative in curriculum is by developing products that reach beyond the classroom, where students can think about their communities rather than only how these lessons apply to themselves personally. When students create these products, they should be made aware of their audience. With an audience that is larger than those who are in the classroom, students may be more likely to believe that they have the ability to have an impact in their community with their work. 2/21/2021 Modifications for asynchronous learners were simple to transfer over. By planning to use technology heavily in the first place, I was able to adjust for distance learners without much additional effort. Sometimes when planning for lessons that involve activities in-person, coming up with a suitable alternative for distance learners is very difficult and requires preparing almost a separate lesson for those students. When the curriculum is designed for use with devices already, students are more flexible to complete the work on their own time and from home as well as school. 2/24/2021 After speaking with my school’s student data privacy liaison, an issue came up that I had not anticipated. Canva does not have a student data privacy contract with our school or with the state and does not seem to be able to provide one. Because of this, if I want to use Canva, I will need to get individual permission from each student’s parent to have them sign up for that website. I may end up needing to use something like Google Drawings, which is not as powerful of a tool as Canva for this task, to avoid this student data privacy issue. This is an issue that I feel CROSS-DISCIPLINARY CURRICULUM USING 1:1 DEVICES 62 could repeat itself in many different scenarios, which is a potential roadblock for integrating technology into instruction in the best possible way.