Promoting Digital Citizenship 

Today, we learned about Digital Citizenship. literally, Digital Citizenship means norms of appropriate, responsive behavior with regard to technology use. The concepts of Digital Citizenship, then reinforces the positive aspect of technology so that everyone can work and play in this digital world. As a digital native it is important as it enables how we should act when using digital tools and interacting with others online technology appropriately, and responsively. Digital citizenship have nine elements that prepare students and teacher for the digital citizenship;

1. Digital access (equal access computer and internet )

2. Digital commerce (online shopping)

3. Digital Communication (electronic exchange of information)

4. Digital Literacy (usage of digital technology)

5. Digital Etiquette (rules of conduct in digital world)

6. Digital Law (structure that protect user from harm while using technology)

7. Digital rights and responsibilities(individual’s freedom of rights to voice out)

8. Digital health and wellness (physical and psychological implications of technology)

9. Digital security (precautions and procedures that prevent security breaches and protect personal information)

As a teacher trainee I would like to express my views on digital citizenship. With the emergence of digital technology teacher play a vital role in implying and promoting digital citizenship. So we must know that schools need polices (AUPs) that students can follow and teachers can support. Digital citizenship is important for school because it provide a flexible structure for these policies (AUPs). Teachers can take the nine elements of Digital citizenship and define what their students need to learn in their school to prepare for the digital future. The role of teacher in digital world goes beyond teaching the use of digital technology but must let them understand that digital technology make them, in a very real sense, citizen of world. Besides that as an educators, they should not view the technology as a collection of toys or gadget, but as a tools that allow individuals to communicate and, ultimately create society.

Teachers need to evaluate the use of computers within their school. They need to encourage technology use in their classroom and should evaluate whether all the students are access to computers and internet in school. If the school is not access to computer and internet, teacher should make sure that it is accessible as it prepare youth to digital world. Digital Commerce is most difficult one to address in the classroom. We feel that its not the responsibility of a teacher to teach students to be informed, careful consumer. However, digital commerce plays an important role in student's lives. So, digital commerce should be address as it prepare students for the rest of their digital economy lives. As a teacher it is important to address digital communication in class for electronic exchange of information and should make awareness to the students the usage of digital technology. Besides that through digital communication teachers can keep updates to the parents about their child's learning.

In Digital world, use of technology in teaching is mostly emphasized so teacher should be encouraged to look for alternatives ways for presenting information to engage their students and teach students to acknowledge the source of information (digital literacy) and respecting others is where the digital etiquette come into play. In addition to that teacher should act as a role model when integrating digital technology in classroom learning as student look up to teacher to do things. So, as a teacher it is right to inform students about usage of digital technology and make awareness on elements of digital citizenship to fit into digital world. Teacher should inform students about physical dangers inherent using the digital technology and should encourage the use of digital technology in a responsive ways. All in all, as a teacher before implementing the digital citizenship into classroom, oneself should be aware of nine elements of digital citizenship and should adhere to those code of conduct.

 Understanding TPACK model integration

In today's session, we learned about TPACK model integration. The TPACK framework was developed by Punya Mishra and Matthew J. Koehler of Michigan State's University in 2006. The TPACK model describes the kinds of knowledge required by teachers for the successful integration of technology in the classroom. It suggests that the teachers need to know about the intersections of three domains of knowledge of content, pedagogical and technology.

TPACK stands for Technological, Pedagogical, And Content Knowledge

• Content knowledge - What teachers know?

• Pedagogical knowledge - How do they teach? (the way teacher deliver the lesson)

• Technological knowledge -How to select and use the technology appropriately?

They identified three primary forms of knowledge;

Content knowledge (CK)- Describe the teacher’s knowledge about the subject matter to be learned or taught which includes concepts, theories and ideas.

Pedagogical knowledge (PK) - Refers to teacher's deep knowledge about the processes and practices or methods of teaching and learning.

Technological knowledge (TK) - Refers to integration and utilization of technology in teaching.

Therefore, the main use of the TPACK model integration is in the creation of our technology-integrated lesson plans. The TPACK model has the following benefits: it facilitates comprehensive learning, improves decision-making, increases accuracy, and maximizes resource efficiency. As a teacher TPACK model is about integrating technology in day to day teaching and learning. Thus, I strongly advised you to prepare your lessons effectively using the TPACK approach. Here by I would like to share my TPACK model integrated lesson plan with you

Lesson no. 2

Subject: Mathematics

Topic: Discovering Equivalent Fractions with Digital Tools.

Class: 5  

Time: 45 minutes

Teaching learning materials: computer with internet access, video link, paper pizza templates, interactive fraction manipulatives or apps (such as virtual fraction bars, fraction circles, or fraction games), whiteboard and markers.

ICT model: TPACK model

Teaching method: collaborative learning

Technological Knowledge: Using interactive digital tools to explore equivalent fractions.

Pedagogical Knowledge: Incorporating hands-on activities and group discussions to promote understanding.

Content Knowledge: Ensuring students comprehend the concept of equivalent fractions and can apply it in various contexts.

Lesson Objectives: At the end of the lesson, student will be able to

1. define and identify equivalent fractions correctly without external support.

2. demonstrate enthusiasm and engagement in exploring equivalent fractions using digital tools.

3. apply their knowledge of equivalent fractions accurately to solve problems independently and collaboratively.

Lesson Introduction (10 minutes):

- Begin the lesson by asking students to recall what they know about fractions and discuss their understanding of equivalent fractions.

- Introduce the concept of equivalent fractions using visuals such as fraction bars or circles on the whiteboard.

- Engage students with a real-life scenario involving fractions, such as sharing a pizza among friends, and ask them to identify equivalent fractions.

https://youtu.be/hnIxLf8KLUY?si=ln_BX9_aBYmRRlxf

Lesson Development with Activity (20 minutes):

Activity 1: Exploring Equivalent Fractions Online (10 minutes)

  - Divide students into small groups and provide each group with a computer 

  - Introduce an interactive online tool or app that allows students to visually manipulate equivalent fractions, such as virtual fraction bars or fraction circles.

  - Instruct students to explore the tool and generate pairs of equivalent fractions for various given fractions.

  - Circulate around the classroom to provide support and guidance as students engage with the digital tool.

The assessment rubrics

Criteria	Excellent (4)	Good (3)	Fair (2)	Needs Improvement (1)
Understanding of Equivalent Fractions	Accurately identifies and generates multiple pairs of equivalent fractions	Identifies and generates pairs of equivalent fractions for most given fractions	Demonstrates some understanding but struggles to accurately identify or generate pairs	Displays limited understanding and has difficulty identifying or generating pairs
Utilization of Online Tool	Effectively uses features to explore equivalent fractions	Proficiently manipulates fractions with occasional guidance	Shows some proficiency but requires frequent support	Struggles to use the tool effectively even with guidance
Collaboration and Engagement	Actively engages in discussions, collaborates constructively	Generally participates and collaborates	Participates minimally and struggles to collaborate	Shows little to no engagement or collaboration
Overall Performance	Consistently demonstrates high understanding, proficiency, and engagement	Demonstrates good understanding, proficiency, and engagement	Shows some understanding, proficiency, and engagement with room for improvement	Demonstrates limited understanding, proficiency, and engagement

Activity 2: Fraction Pizza Challenge (10 minutes)

 - Distribute paper templates of pizzas divided into different fractions to each student or group.

  - Challenge students to represent equivalent fractions by shading different portions of the pizza slices.

  - Encourage students to work collaboratively to find as many pairs of equivalent fractions as possible for each pizza.

  - After completing the activity, facilitate a class discussion to share and compare the equivalent fractions discovered by each group.

Follow-up (10 minutes)

- Ask students to reflect on their learning experience and share any insights or challenges they encountered while exploring equivalent fractions.

- Review key concepts and strategies for finding equivalent fractions, emphasizing the importance of multiplying or dividing both the numerator and denominator by the same number.

- Provide additional practice problems or extension activities for students to reinforce their understanding of equivalent fractions independently.

 Lesson Closure (5 minutes):

- Summarize the lesson by highlighting the key concepts covered, including the definition of equivalent fractions and strategies for finding them.

- Reinforce the importance of using digital tools and collaborative activities to deepen understanding and engage with mathematical concepts.

- Encourage students to continue exploring equivalent fractions using online resources and to apply their knowledge in real-world situations.

 SAMR model integration 

In today's session we learned on SAMR model. In a nutshell the SAMR model is a planning tool
that helps in creating more engaging learning experiences for students. The framework offers educational perspective on the application of technology in the classroom. Dr. Ruben Puentedura developed the SAMR model, a framework that divides classroom technology integration into four categories. The SAMR approach was developed to give teachers a common vocabulary to work with when they are trying to assist students visualize difficult topics and customize their learning. When teaching and learning are made more transparent for both educators and students through the use of integrated classroom technology, the SAMR approach can be particularly effective in distant and blended learning environments. Besides that it emphasizes on Bloom's taxonomy and create more interactive environment. Hereby, I want to share a lesson plan that I have created using SAMR model.

Lesson no. 1

Sydney format

Name: Chorten Zangmo

Chapter 11: Nutrition

Topic: Plant nutrients

Class: 5

Time: 45 minutes

Teaching learning materials:  Power point link, Video link, computer, and quiz link

Lesson objectives: At the end of the lesson, students should be able to

• define plant nutrients in their own words with at least three examples correctly after the session (cognitive domain)
• construct visual garden in PowerPoint using animation, transition and shape features appropriately after watching the video (psychomotor domain)
• evaluate at least three importance of plant nutrients correctly after the lesson.

Lesson introduction

I'll begin our discussion by asking if they have ever taken care of a houseplant, such as a flower, and what they do to keep the flower healthy and green. Ask out whether they have observed any flowers or plants blooming directly before their very eyes.  Then inquire as to whether they have ever wondered how plants develop and what resources they need to grow. Next, in order to enhance their knowledge, I'll play a movie about plant nutrients.

https://youtu.be/w_x-WDdQdxI?feature=shared

Lesson Development

Following some thought-provoking, I'll use a PowerPoint presentation to explain what a plant nutrient is. 

https://docs.google.com/presentation/d/1U43o2zMwO9giXi30DE1VK5QlXq9s_JPf/edit?usp=sharing&ouid=110940340337128599437&rtpof=true&sd=true

Activity

Create a visual garden in power point employing all the knowledge like transition, animation and use of shape features to explore how plants grow through their own experiences. 

Lesson closure

To conclude the lesson, I will let students do a Quiz in Quizizz individually.

https://quizizz.com/join?gc=69450597

Middle level ICT integration

Date:16/04/2024

We studied PhET simulation in this session. What is PhET simulation, I wondered when I heard about the topic? Though I've never heard of a simulation before, it's a brand-new subject to me. It always seemed to me like creating a functional internet model. My tutor explained me that PhET simulations are interactive learning resources created by the University of Colorado Boulder's PhET in Interactive Simulations project after I was given an orientation. These interactive virtual experiments are intended to assist students in exploring and comprehending difficult scientific ideas. PhET simulations encompass a broad spectrum of topics, such as math, physics, chemistry, and biology. Hence, we learned how to construct parallel circuit using PhET simulation.

PhET simulations can improve student engagement, encourage active learning, and strengthen conceptual knowledge of scientific subjects when they are included into actual teaching and learning. The purpose of learning simulation on electric circuit is to realize the importance of the electric circuit and its parts in real world environment. Modern technology, such as PhET simulation, makes learning more enjoyable and easier. Students participate in risk-free, hands-on virtual experiments. However, in a traditional classroom, all the science experiments need to be conducted in a laboratory, which carries risks. Students must handle all of the materials required for that specific experiment, and occasionally there is a lack of equipment or a suitable laboratory setup, making it impossible to conduct the experiment as intended. Besides that it was more of rote learning and teacher centered. Some schools in Bhutan don't even have enough labs or equipment, which has a big impact on the educational experience of children. So, given that modern technology has advanced, we now have access to a wide variety of information. Students are able to visualize abstract scientific concepts that are challenging to understand through standard teaching techniques with the use of superior PhET simulation. Students are able to visualize scientific phenomena, detect cause-and-effect linkages, and draw links between theory and practical applications. Students are very engaged in PhET simulations because they can interact with virtual models and carry out experiments in a secure setting. Students' interest and enthusiasm in learning scientific concepts can be heightened by this practical method.

PhET simulations are accessible from any device with an internet connection and are freely available online. This accessibility promotes learning through repetition and lets students investigate scientific ideas at their own pace outside of the classroom. PhET simulations can be tailored to meet the needs of various learning capacities and styles. So, as a educators  I can use simulation to provide individualized learning experiences, modify lessons to meet the requirements of certain students, and provide extra assistance to those who need it. By giving students the opportunity to change variables, carry out experiments, and test theories in real time. PhET simulations encourage active learning. This participatory method promotes exploration, critical thinking, and problem-solving abilities. By giving students the opportunity to investigate and work with variables in a dynamic setting, PhET simulations aid in the conceptual understanding of scientific concepts that students are learning. Through actual experimentation, students can draw links between theoretical ideas and real-world applications. Students may work together on virtual experiments, share findings, and discuss outcomes thanks to PhET simulations. This method of collaborative learning encourages peer-to-peer learning, teamwork, and communication skills. Ultimately, PhET simulations are an effective tool for improving educational instruction because they offer immersive, dynamic, and interactive learning experiences that enhance conventional teaching strategies and promote student-centered learning.

At the same time, I would like to share the instructional process or procedure that I carried out for designing or creating the parallel circuit in PhET simulation.

Step 1: Search 'https://phet.colorado'

Step 2: click on ' https://phet.colorado.edu'

Step 3: Then select the course you want (I selected Physics as  my course as parallel circuit fall under physics)

Step 4: Select 'Circuit Construction Kit : DC

Step 5: click  'lab'

Step 6: Design the circuit correctly using PhET interactive simulations

Step 7: Tell the correct materials used for constructing circuit

Step 8: Measure the voltage, current flowing with correct unit

Step 9: Explain the brightness of one bulb in the circuit correctly, and 

Step 10: Compare the brightness of one bulb with another bulb in the same circuit.

Step 11: Record the measurement of current, and voltage in the  table.

Now, I would like to share a lesson plan how Solar System using PhET simulation.

Subject: V

Chapter: Living Things and their Environment

Topic: Natural selection

Activity: Designing Natural Selection

Objectives: the student will be able to;

• tell the correct materials used for constructing Natural System
• design the natural system correctly using PhET simulation
• explain the natural system, and 
• record the population based on generation

The goal of developing a simulation lesson on natural selection is to illustrate the significance of interactions among living things and the processes by which they are chosen by the environment. Instead of using the conventional method of a teacher-centered classroom, students can learn through the narration of the sound, visual representation, and text with clarity of comprehension on the concept of learning natural selection thanks to the design of the lesson simulation. I have gained knowledge on how to create sequential transitions while creating the simulation lesson. Through the process of creating the natural selection simulation, I have essentially learnt how to arrange data and the animation's flow in terms of time. So, I urged you to integrate Simulation in our instructional lesson.

Blog Content

 1.Why do people Blog?

- People blog for variety of reasons as following

• Sharing knowledge and Expertise: many bloggers use their platforms to share their expertise on a particular topic through tips, tutorials, or insights that can help others learn and grow.

• Expressing Creativity: Blogging allows individuals to express their creativity through writing, photography, design and other medium where it provides platform to showcase their talents and ideas.

• Personal Development: Blogging can be a tool for personal growth and self-reflection through documenting their thoughts and experiences.

• Networking and Opportunities: blogging can open doors to new opportunities such as collaboration, partnerships and even career advancements.

2. Who are the active blogger in Bhutan?

• Denkars Getaway
• Yegas Getaway
• Farmer Sangay
• Passa Diary

3. What are the intentions for blogging?

• To express their ideas, thoughts and views- Blogger often aims to educate, inform or entertain their readers through their content
• Documenting personal Journey- Blogging can serve as a digital diary or journal that allows them to reflect on their journey and share it with others.
• Expressing Creativity- Blogging allow them to showcase their talents, interests, and unique perspectives.
• Connecting with others- blogging provides a platform for individuals to connect with like-minded people, build a community, and engage in meaningful conversation.
• Generating income- Blogging can help businesses increase brand awareness and earn income through various means, such as advertising, selling products and services.