Final Project: Presentation Assignment
latashamccray36
FinalProjectPresentationExample.pptxCOMBATING THE NEGATIVE SIDE OF VIRTUAL LEARNING
First and Last Name
Liberty University
EDUC 380
January 1, 2021
Knows- Differentiating Instruction for diverse learners is still current and relative in a virtual setting. Although visual and auditory learners are easily catered to, it is vital to remember our kinesthetic or hands on ones. Through the attainment of hands on materials, and through motions this standard is met.
-Keep in mind: Jeremiah 1:4-5, God created each of our students uniquely and purposefully; and it is our calling to meet these differing academic needs.
Implements-Through careful consideration and planning technology can utilized to maximize learning. It is imperative to be aware of the risks and possible pitfalls that may accompany the continual daily use of screens. This must occur in order to most effectively instruct and care for our students physical, emotional, spiritual, social, and academic needs.
-Keep in mind: Psalm 101:3, Be careful what we place in front of our students eyes.
Believes-Social responsibility and the needs of our students and families should always be at the forefront of our hearts as Christian educators. Through the parent resources, community events, and weekly newsletter a great deal of consideration is given to the needs of students and families during the pandemic.
-Keep in mind: Ephesians 5:1-2. We must love as Jesus loves and set that example to our students and their families.
Physical Impact
Obesity and Lack of daily exercise
Problems
6 to 9 hours a day
(Albrecht,2017)
Frequent use Shown to increase Obesity (Sharkins, Newton, Albaiz, & Ernest, 2016)
The average child spends 6 to 9 hours a day on screens, excluding the amount of time used for school or academic learning ( Albrecht, 2017). Students today are inundated with devices vying for their attention (computer screens, tablets, laptops, cell phones,etc.), add in addition required virtual learning and children will spend more time on screens than sleeping or any other activity (Albrecht, 2017). This can lead to a very sedentary lifestyle, therefore as educators we must do our part to help encourage movement and exercise when possible, or we risk an increase in obesity and health problems in our youth (Hosokawa & Katsura, 2018).
GO NOODLE
Click link
COSMIC KIDS YOGA
Solutions
Get Up & Move
There are many online videos and resources that encourage and foster movement.
Try:
Any of the Gonoodle videos or Gonoodle Indoor recess
Cosmic Kids Yoga - Kid friendly, fun, and interactive. Your students can do frozen yoga, or be a Troll, or go on a treasure hunt.
Link
Take frequent “Shake Breaks” and add motions to lessons when possible to encourage movement.
Check out Family Seeds Worship to learn the motions to bible verses.
Solutions
Include frequent breaks that involve whole body movements (Mantilla & Edwards, 2019).
Try:
Short shake “the willies out” or more formal “shake break” videos
Learn the motions to bible verses or songs to encourage movement throughout a lesson.
VISION PROBLEMS and Sleep Disruption
Blue light reduces the amount of melatonin the body produces
Sitting too close or too far from a screen can cause strain on the eyes and long term damage
Problems
(Mantilla & Edwards, 2019)
(Hosokawa & Katsura, 2018)
All can suffer vision problems from screen time, not just those with previous vision impairments.
Blue Light reduction glasses
Be aware of too much lighting above computers, which can cause strain on the eyes.
Beware of “Turtleneckers”
*Model proper posture*
Solutions
(Mantilla & Edwards, 2019)
All of these tips will help aid in the reduction of vision problems and melatonin issues, however making sure children are up to date on prescriptions for their eyeglasses can make a large impact as well.
Limit Unnecessary screen time
Solutions
Screen time after 7pm has a tremendous impact on sleep and melatonin disruption
(Mantilla & Edwards, 2019)
Be conscientious of how much screen time the student has had throughout the course of the virtual learning day. Try to assign outside homework and work that does not require more screen time, especially in the evening hours that may disrupt sleep schedules.
Social delays
Problems
Lack of opportunities for social development and play
(Hosokawa & Katsura, 2018)
Oversaturation of screen time is likely to interfere with opportunities for play, and interaction with peers (Hosokawa & Katsura, 2018). Interaction with peers is critical for scaffolding, development of creative play, critical thinking, and problem solving (Albrecht,2017).
Virtual Show & Tell
In person interactions: through community events with “open air” activities, and mask required events
Solutions
Technology is only effective if it is hands on and interactive (Sharkins, Newton, Albaiz, & Ernest, 2016) . Utilizing opportunities for students to communicate with one another is critical for their continued social and linguistic development.
TRY:
A virtual show and Tell - giving each student a turn to share and classmates the opportunity to interact
Ask frequent questions and give all children opportunities to respond
Use a virtual whiteboard and have students collaborate
*While we can foster virtual interactions and play, there is no substitution for actual human contact.
See slide 19 for Current “Pandemic” approved community events. Encourage families to “think small” and find another friend or classmate for outside playdates.
Cognitive delays
Long Term Memory Problems
Problems
Inability to develop sustained attention
Increase in media usage has been shown to have long term linguistic delays, long term memory problems, and inattentiveness (Hosokawa & Katsura, 2018).
Aid in helping Parents and students get physical materials to reduce the sole reliance on computers
Solutions
(Albrecht,2017)
Solutions
Guided Reading
Foster opportunities for interpersonal communication, especially in regards to reading as this can cause literacy lags. Continue to use the DRTA method in virtual reading time, and give individualized attention and feedback to each student.
TIP:
Place them in their “own” quiet reading room, where you can unmute and listen in on each child, and give positive feedback
Parent Resources
Solutions
Create a weekly newsletter for families with current free resources and community events.
Tip:
Use the “Slides Translator” add-on in Google Slides to translate your newsletter into Spanish, Japanese , or any language your students family natively speaks.
ヒント： Googleスライドの「スライドトランスレータ」アドオンを使用して、ニュースレターをスペイン語、日本語、または生徒の家族が母国語で話す言語に翻訳します。
Create a google classroom where parents and families can simply click on the links to local current events (these are all up to date events still occuring during the pandemic). These events allow for socialization and are all free to the public. It is prudent to give a time and space for non-digital interactions (Albrecht, 2017).
Little Free Library
Link
Create a walking map of near by book boxes or simply include the map from “my free library”
Little Free Library is another great avenue to get books in the hands of students. By including this resource in a parent newsletter you are not only meeting the objective of getting tangible materials in the students hands, but creating an opportunity for physical exercise. On their site there is a box to put in your zip code and it will show a map of all the little free library boxes in your town. This would allow families to discover one that may be steps from their door or to simply enjoy the adventure of finding them all around town.
Solutions
Mail to Home Books
Clickable links
Resources such as Dolly Parton’s Imagination Library and the Maryland Book Bank offer completely free books that are mailed directly to child's home. These are tremendous non- profits that bridge the gap for families that can not afford to purchase books. Encouraging families to sign up for these ensures the student will have age appropriate, print books in their hands; which will aid in literacy development and reduce the heavy use of e-books and more screen time.
-All Baltimore city public school students automatically receive 5 books from the Maryland Book Bank, while children of any other counties may sign up to receive a book box kit with up to 20 books (Maryland Book Bank, 2020).
-Mail to home allows for no in person contact if anyone in the home or the child is immune compromised.
LEGO LIFE MAGAZINE
Free subscription mailed to the home quarterly for any children ages 5-9
Link
Solutions
Craft kits
Many churches have been doing supply drives (even for all virtual schooling), call or reach out for students in need of tangible materials.
Home Depot typically offers kids tool time and hobby craft workshops for free each month to all children. Since Covid many stores will hand you a kit with the materials as they are not offering in store classes.
Phone #
Home Depot is a national chain and therefore the free workshops are a great resource for families to get a kit with a hands on activity. These kits typically include items that foster hand eye coordination and measuring. Most importantly they facilitate non screen family time.
School Supplies are something that a number of families are unable to typically provide, relying on the school or donations of others. With the lack of in person classes in some areas students may be left with no tangible materials. Reaching out to local churches like the one listed above that have school supply drives and donations may help both the church and the students in your class that are in need of supplies.
PROFESSIONALISM
Christian
Social responsibility- Following such scriptures as 1 Thessalonians 5:14 we must help those who are in need. Through sharing of assistance available to families in the weekly newsletter, and offering to help sign them up for free mail to home materials, we can assure all students have the necessary supplies to succeed. Through this we are accomplishing social responsibility by having empathy to the needs of others.
Commitment- During such a time as a pandemic where so many changes are taking place in the field of education, a persevering commitment to professionalism and ones students is paramount. Through learning of the potential negative effects of screen time, and strategies to lessen the overall impact on students; one is able to remain committed to the success of their students within virtual learning.
Reflective Practice- In the virtual classroom reflective practice is critical as much is changing constantly, and better practices or modes of communication rely heavily on ones adaptability to new technology. Reflective practice can happen in many ways but even with communicating with families. Are we reaching families? Do we need to translate into a language that is understood in the home? Can an emailed newsletter be effective or do more families find it easier to receive information via text or a google site website?
Integrity- Teaching online means that many members of the household besides just the student will have the opportunity to hear what is said and to witness classroom interactions. Integrity is all the more important as our ability to be a christian witness extends beyond the student. If we are asking parents for example to limit leisure screen time after 7pm, then we must also live by our own standards and not assign any work that would require students to use the computer or any devices in the evening hours.
Professionalism- Being that teaching virtually typically means instructing from home, our professionalism must not be forgotten. Through the modeling of proper computer etiquette, posture, and even social communication; we are able to remain professional. Although modeling of proper posture and communication will aid students in eliminating the negative effects of virtual learning it will also ensure that we are keeping our commitment to professionalism.
References
Albrecht, R. (2017). Exploring alternative pathways: Children, pedagogy and play in the age of digital technology.Ricerche Di Pedagogia e Didattica, 12(2), 89-111. doi:10.6092/issn.1970-2221/7083
Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. doi:10.1371/journal.pone.0199959
Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A systematic review for the statement on young children and digital technologies. Australasian Journal of Early Childhood, 44(2), 182-195. doi:10.1177/1836939119832744
Maryland Book Bank. (2020). Home. https://mdbookbank.org/.
Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2015;2016;). Preschool Children’s exposure to media, technology, and screen time: Perspectives of caregivers from three early childcare settings. Early Childhood Education Journal, 44(5), 437-444. doi:10.1007/s10643-015-0732-3
