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Tag: digital citizenship

  • Lessons from DENSI: Weaving digital citizenship into edtech innovation

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    What happens when over 100 passionate educators converge in Chicago to celebrate two decades of educational innovation? A few weeks ago, I had the thrilling opportunity to immerse myself in the 20th anniversary of the Discovery Educator Network (the DEN), a week-long journey that reignited my passion for transforming classrooms.

    From sunrise to past sunset, my days at Loyola University were a whirlwind of learning, laughter, and relentless exploration. Living the dorm life, forging new connections, and rekindling old friendships, we collectively dove deep into the future of learning, creating experiences that went far beyond the typical professional development.

    As an inaugural DEN member, the professional learning community supported by Discovery Education, I was incredibly excited to return 20 years after its founding to guide a small group of educators through the bountiful innovations of the DEN Summer Institute (DENSI). Think scavenger hunts, enlightening workshops, and collaborative creations–every moment was packed with cutting-edge ideas and practical strategies for weaving technology seamlessly into our teaching, ensuring our students are truly future-ready.

    During my time at DENSI, I learned a lot of new tips and tricks that I will pass on to the educators I collaborate with. From AI’s potential to the various new ways to work together online, participants in this unique event learned a number of ways to weave digital citizenship into edtech innovation. I’ve narrowed them down to five core concepts; each a powerful step toward building future-ready classrooms and fostering truly responsible digital citizens.

    Use of artificial intelligence

    Technology integration: When modeling responsible AI use, key technology tools could include generative platforms like Gemini, NotebookLM, Magic School AI, and Brisk, acting as ‘thought partners’ for brainstorming, summarizing, and drafting. Integration also covers AI grammar/spell-checkers, data visualization tools, and feedback tools for refining writing, presenting information, and self-assessment, enhancing digital content interaction and production.

    Learning & application: Teaching students to ethically use AI is key. This involves modeling critical evaluation of AI content for bias and inaccuracies. For instance, providing students with an AI summary of a historical event to fact-check with credible sources. Students learn to apply AI as a thought partner, boosting creativity and collaboration, not replacing their own thinking. Fact-checking and integrating their unique voices are essential. An English class could use AI to brainstorm plot ideas, but students develop characters and write the narrative. Application includes using AI for writing refinement and data exploration, fostering understanding of AI’s academic capabilities and limitations.

    Connection to digital citizenship: This example predominantly connects to digital citizenship. Teaching responsible AI use promotes intellectual honesty and information literacy. Students can grasp ethical considerations like plagiarism and proper attribution. The “red, yellow, green” stoplight method provides a framework for AI use, teaching students when to use AI as a collaborator, editor, or thought partner–or not at all.This approach cultivates critical thinking and empowers students to navigate the digital landscape with integrity, preparing them as responsible digital citizens understanding AI’s implications.

    Digital communication

    Technology integration: Creating digital communication norms should focus on clarity with visuals like infographics, screenshots, and video clips. Canva is a key tool for a visual “Digital Communication Agreement” defining online interaction expectations. Include student voice by the integration and use of pictures and graphics to illustrate behaviors and potentially collaborative presentation / polling tools for student involvement in norm-setting.

    Learning & application: Establishing clear online interaction norms is the focus of digital communication. Applying clear principles teaches the importance of visuals and setting communication goals. Creating a visual “Digital Communication Agreement” with Canva is a practical application where students define respectful online language and netiquette. An elementary class might design a virtual classroom rules poster, showing chat emojis and explaining “think before you post.” Using screenshots and “SMART goals” for online discussions reinforces learning, teaching constructive feedback and respectful debate. In a middle school science discussion board, the teacher could model a respectful response like “I understand your point, but I’m wondering if…” This helps students apply effective digital communication principles.

    Connection to digital citizenship: This example fosters respectful communication, empathy, and understanding of online social norms. By creating and adhering to a “Digital Communication Agreement,” students develop responsibility for online interactions. Emphasizing respectful language and netiquette cultivates empathy and awareness of their words’ impact. This prepares them as considerate digital citizens, contributing positively to inclusive online communities.

    Content curation

    Technology integration: For understanding digital footprints, one primary tool is Google Drive when used as a digital folder to curate students’ content. The “Tech Toolbox” concept implies interaction with various digital platforms where online presence exists. Use of many tools to curate content allows students to leave traces on a range of technologies forming their collective digital footprint.

    Learning & application: This centers on educating students about their online presence’s permanence and nature. Teaching them to curate digital content in a structured way, like using a Google Drive folder, is key. A student could create a “Digital Portfolio” in Google Drive with online projects, proud social media posts, and reflections on their public identity. By collecting and reviewing online artifacts, students visualize their current “digital footprint.” The classroom “listening tour” encourages critical self-reflection, prompting students to think about why they share online and how to be intentional about their online identity. This might involve students reviewing anonymized social media profiles, discussing the impression given to future employers.

    Connection to digital citizenship: This example cultivates awareness of online permanence, privacy, responsible self-presentation, and reputation management. Understanding lasting digital traces empowers students to make informed decisions. The reflection process encourages the consideration of their footprint’s impact, fostering ownership and accountability for online behavior. This helps them become mindful, capable digital citizens.

    Promoting media literacy

    Technology integration: One way to promote media literacy is by using “Paperslides” for engaging content creation, leveraging cameras and simple video recording. This concept gained popularity at the beginning of the DEN through Dr. Lodge McCammon. Dr. Lodge’s popular 1-Take Paperslide Video strategy is to “hit record, present your material, then hit stop, and your product is done” style of video creation is something that anyone can start using tomorrow. Integration uses real-life examples (likely digital media) to share a variety of topics for any audience. Additionally, to apply “Pay Full Attention” in a digital context implies online viewing platforms and communication tools for modeling digital eye contact and verbal cues.

    Learning & application: Integrating critical media consumption with engaging content creation is the focus. Students learn to leverage “Paperslides” or another video creation method to explain topics or present research, moving beyond passive consumption. For a history project, students could create “Paperslides” explaining World War II causes, sourcing information and depicting events. Learning involves using real-life examples to discern credible online sources, understanding misinformation and bias. A lesson might show a satirical news article, guiding students to verify sources and claims through their storyboard portion. Applying “Pay Full Attention” teaches active, critical viewing, minimizing distractions. During a class viewing of an educational video, students could pause to discuss presenter credentials or unsupported claims, mimicking active listening. This fosters practical media literacy in creating and consuming digital content.

    Connection to digital citizenship: This example enhances media literacy, critical online information evaluation, and understanding persuasive techniques. Learning to create and critically consume content makes students informed, responsible digital participants. They identify and question sources, essential for navigating a digital information-saturated world. This empowers them as discerning digital citizens, contributing thoughtfully to online content.

    Collaborative problem-solving

    Technology integration: For practicing digital empathy and support, key tools are collaborative online documents like Google Docs and Google Slides. Integration extends to online discussion forums (Google Classroom, Flip) for empathetic dialogue, and project management tools (Trello, Asana) for transparent organization. 

    Learning & application: This focuses on developing effective collaborative skills and empathetic communication in digital spaces. Students learn to work together on shared documents, applying a “Co-Teacher or Model Lessons” approach where they “co-teach” each other new tools or concepts. In a group science experiment, students might use a shared Google Doc to plan methodology, with one “co-teaching” data table insertion from Google Sheets. They practice constructive feedback and model active listening in digital settings, using chat for clarification or emojis for feelings. The “red, yellow, green” policy provides a clear framework for online group work, teaching when to seek help, proceed cautiously, or move forward confidently. For a research project, “red” means needing a group huddle, “yellow” is proceeding with caution, and “green” is ready for review.

    Connection to digital citizenship: This example is central to digital citizenship, developing empathy, respectful collaboration, and responsible problem-solving in digital environments. Structured online group work teaches how to navigate disagreements and offers supportive feedback. Emphasis on active listening and empathetic responses helps internalize civility, preparing students as considerate digital citizens contributing positively to online communities.

    These examples offer a powerful roadmap for cultivating essential digital citizenship skills and preparing all learners to be future-ready. The collective impact of thoughtfully utilizing these or similar approaches , or even grab and go resources from programs such as Discovery Education’s Digital Citizenship Initiative, can provide the foundation for a strong academic and empathetic school year, empowering educators and students alike to navigate the digital world with confidence, integrity, and a deep understanding of their role as responsible digital citizens.

    In addition, this event reminded me of the power of professional learning communities.  Every educator needs and deserves a supportive community that will share ideas, push their thinking, and support their professional development. One of my long-standing communities is the Discovery Educator Network (which is currently accepting applications for membership). 

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    Stephen Wakefield

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  • In the age of bots and AI, how can students identify misinformation online?

    In the age of bots and AI, how can students identify misinformation online?

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    Key points:

    In this digital age of AI and misinformation, today’s students need to be better armed to discern fact from fiction.

    A 2023 survey by the Center for Countering Digital Hate (CCDH), a nonprofit that fights misinformation, found that “60 percent of 13- [to] 17-year-old Americans surveyed agreed with four or more harmful conspiracy statements–compared with just 49 percent of adults. For teens who spend four or more hours a day on any single social media platform, the figure was as high as 69 percent.”

    Whether it’s relying too heavily on ChatGPT to write a paper resulting in an assignment filled with inaccurate information, or relying solely on social media to learn about world issues like the conflict in Gaza or upcoming national elections, learning to understand primary sources, question information, analyze data, and discern hidden agendas are top skills all students need.

    While reading, writing, and arithmetic are still important, today’s middle and high school students are bombarded with misinformation daily. Now that AI can effortlessly create convincing but fabricated stories, today’s curricula must prepare students to navigate the murky waters of AI, bias, and misinformation.

    It’s possible to work this into interesting learning segments. For instance, a course or learning unit might explore issues like the Bermuda Triangle and examine which news sources are credible or not, what misinformation really means, and how to write an argumentative paper correctly. The subject matter translates into critical real-world cognitive skills. 

    Another learning opportunity could evaluate AI tools through ethical frameworks. Students might read and engage with the ideas of renowned philosophers and apply them to modern dilemmas in artificial intelligence. They could ask questions like, “How do I measure and assess the benefits vs potential harms of this AI tool?” and “What can Immanuel Kant’s Theory of the Categorical Imperative illuminate about how we make decisions around AI?”

    My advice for educators is to:

    • Incorporate skills like critical thinking into segments on current events that students will find interesting. Students can engage with questions like:
      • What kind of content am I encountering?
      • Is the information complete; and if not, what is missing?
      • Who or what are the sources, and why should I believe them?
      • What evidence is presented, and how was it tested or vetted?
    • Explicitly teach students how to identify an op-ed versus a news article, and to consider who’s behind a website or social media account.

    Today, institutional brand names like CNN or NBC News are no guarantee of a single set of norms, values, or approaches to quality. Knowing what distinguishes news from propaganda, advertising, publicity, or entertainment is increasingly important. In their book The Elements of Journalism, Rosentiel and Kovach have identified the four following models of media (note that all or some of these models may be found within a single issue of a newspaper and its online outlets):

    • Journalism of Verification: A traditional model that puts the highest value on accuracy and context (sense-making)
    • Journalism of Assertion: A newer model that puts the highest value on immediacy and volume and in doing so tends to become a passive conduit of information (relays information without providing much further context)
    • Journalism of Affirmation: A new political media that builds loyalty less on accuracy, completeness, or verification than on affirming the beliefs of its audiences, and so tends to cherry-pick information that serves that purpose 
    • Interest-Group Journalism: Targeted websites or pieces of work, often investigative, that are usually funded by special interests rather than media institutions; they are designed to look like news
    • Help students understand the differences among:
      • Facts
      • Bias (pre-judgment about an idea, thing, or person, usually in a way that is unfair) 
      • Well-reasoned opinion based on facts-based analysis
      • Poorly reasoned opinion based on bias or assumptions 
    • Incorporate AI tools into the classroom so students understand the power and limitations:
      • Aim for transparent and thoughtful AI usage, which involves citing the AI tool and user input, evaluating the output, and editing, combining, and elaborating on the output
      • Explain the differences between using AI as an assistant and tutor and using AI to execute tasks for you
      • Use an AI competency rubric or scale to illustrate the skill sets required to use AI responsibly
    • Teach students how to fact-check information:
      • Help students explore how to corroborate information they see online
      • A good rule of thumb is to “trust, but verify”
      • If a statement looks suspect, determine if you can find 2-3 credible, unbiased sources that can corroborate it

    We cannot ignore the new set of skills students today need as they graduate and head into the real world. A key part of our job as educators is to prepare students to be critical thinkers and help them decipher information. It’s also more than just teaching students to navigate online sources; we must prepare them for the new challenges AI presents. 

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    Garrett Smiley, Sora Schools

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  • TCEA24 Roundup

    TCEA24 Roundup

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    At the TCEA Convention & Exposition, thousands of educators from various parts of the world get together to connect, gain knowledge, and improve their craft while becoming familiar with new advances in education technology. The event’s focus is not only on ed tech but also on good teaching, good learning, and good leadership with ed tech. The TCEA event has the goal of setting up educators to become curious and to discover education technology through the on-trend sessions, leading speakers, and an exhibit hall full of exhibitors. This year’s event featured more than 800 sessions on various topics such as leadership, mathematics, STEAM, digital citizenship, literacy, English language arts, and more. Scroll down for some highlights as pulled from the newswire:

    Lumio by SMART Technologies, a cloud-based learning platform that effortlessly makes learning fun and engaging on student devices, unveiled a new plan, ‘Spark’. The Spark plan offers new, additional capabilities and features designed to support schools, Multi-Academy Trusts, and other organizations with enhanced instructional consistency and more flexible lesson creation and delivery. New features include an Organization Library, Shared Libraries, Co-Editing, and Learning Management System Integrations.

    Dan McMahon, VP of Product at SMART Technologies, says: “We’re excited to reveal Lumio’s Spark plan at TCEA this year, giving customers access to their top-priority organization-level features. Our new multi-tiered offering continues to set Lumio apart from other tools, providing highly requested features and functionality today and in the future, at a really competitive cost. The organizations we talk to are very eager to get access to these features, and we’re proud to support even more schools and educators with keeping learning fun and engaging.”

    For organizations seeking enhanced instructional consistency and even more efficient workflows, Lumio’s Spark plan provides a library to house approved curriculum content, integration with popular platforms, and the ability for teachers to collaborate on content. It allows educators to easily find and access approved curriculum content and seamlessly share and build resources with colleagues, saving them time.

    TCEA attendees will receive the first public viewing of the Spark plan’s newest features alongside a chance to win a ‘Golden Ticket’ granting them a one-year Spark subscription for themselves and their teaching colleagues. All US educators at TCEA will also have the opportunity to claim one year of Lumio’s Standard plan for just $1.

    Epson America, Inc. showcased its extensive lineup of lamp-free laser displays, including standard and ultra-short throw projectors and interactive solutions, as well as wireless document cameras – all designed to create immersive learning experiences and empower educators to optimize technology and create multipurpose classrooms.

    Featuring user-friendly tools and virtually maintenance-free laser light sources, Epson projectors empower teachers to seamlessly integrate display technology into their classrooms and lesson plans. In addition to showcasing interactive and non-interactive display stations, the Epson booth took attendees through a variety of applications relevant to today’s educational institutions. Epson’s booth presence was designed to inspire today’s educators with new ideas and provide a solid understanding of how large displays impact classrooms and how Epson’s technology simplifies integration. Key booth takeaways include:

    • How to create immersive and environmentally conducive spaces that encourage social-emotional learning in today’s multipurpose classrooms. Educators will experience different projection solutions and applications that take students out of traditional sitting-at-the-desk learning and place them into interactive educational experiences. Furthermore, the booth will show how projection can keep students engaged with content and subject matter projected onto walls – from the floor to the ceiling – and how to achieve this in a cost-effective way.
    • How to optimize classroom technology and utilize Epson partners such as Eduscape for enhanced lesson plan content that inspires student creativity and elevates learning. Offering professional insight and lessons at the Epson booth, educators will be able to engage and ask questions of Eduscape. Ultimately educators will walk away with a deeper understanding of how Epson technology can seamlessly integrate into current programs and curricula, such as Google Classroom and STEM/STEAM lessons, as well as teacher-led exercises for social-emotional development.
    • A better understanding of the latest projection technology along with the why and how display size impacts learning in classrooms. Attendees can explore various flexible display solutions that enable educators to optimize wall space and utilize smart, functional mobile solutions such as Artome S1 with the PowerLite® 770F for active learning environments. Plus, with the PowerLite 810E’s optical engine and extreme short throw technology, show attendees will experience firsthand the impressive image size that one projector solution can achieve. Capable of a 160-inch image, one PowerLite 810E can deliver more than four times the display size of a 75-inch flat panel display.

    Encore Data Products, a bulk school audio-video products retailer, displayed their various offerings in the headphone category, such as headphones with microphones, disposable headphones, school headphones, hearing protection products, and earbuds. Meanwhile, their AV technology products include PA systems and microphones, docking stations, document & web cameras, recorders/players, laptops (for kids), charge & sync products, tour and language interpretation systems, podcasting & streaming setups, and sports & stage communication systems.

    A spokesperson for Encore Data Products says, “We always make sure to attend the annual TCEA conference because it is one of the leading resources for educators who are interested in improving how they engage with students through technology while ensuring the provision of solid teaching. The 2024 conference should be able to encourage school administrators and teachers to envision a brighter future for their students through the help of the latest high-tech products and curriculum. On our part, we are truly excited to be a part of the event, offering the best audio-video products for the education environment. We’re happy and excited that people realize the great value offered by our wide-ranging product catalog.”

    Encore Data Products offers various school headphones for every need and budget. These include: classroom headphones, remote learning headsets with on-ear or over-ear pads and limited-use school headphones; various cord lengths; 3.5mm or USB plugs; with volume control; and available in cases, sacks, and classroom packs.

    Encore Data Products also offers cleaning supplies, including headphone covers, microphone covers, wipes & sanitizers (plus dispensers), hot towels for the maintenance of AV equipment, and electronic sanitizers. They also offer a range of AV accessories, including carts, cables & adapters, cases, STEAM & STEM, medical-grade media, and keyboards and mice.

    Encore Data Products frequently supplies critical audio-video equipment for schools, libraries, medical centers, businesses, museums, tour buses, fitness centers, call centers, distance learning, home theaters, remote work, and more.

    Cyber Acoustics, a leading manufacturer of EdTech for all in-person and virtual classrooms, showcased the new CA Essential Webcam Flex. Also on display were the company’s line of headsets, headphones, webcams, PC speakers, and laptop docking stations.

    The two biggest challenges with remote learning are how to effectively teach without a traditional whiteboard or way to share interactive lessons, and ensuring teachers are visible to students. Through two unique mounting positions, the CA Essential Webcam Flex addresses both of these challenges.

    The first position is Table View, which extends the arm of the camera out from the monitor and turns any desk into an overhead projector. This allows for easy sharing of lessons or objects that can be demonstrated in real-time, creating a more collaborative learning environment.

    The second position is Center View, where the camera is positioned in the center of a monitor to create a more natural gaze and enable easy eye contact. This fundamental element of human interaction is challenging with a traditional webcam, as to achieve it parties must look at the camera lens and NOT their audience. This gives the appearance of eye contact, but it’s not creating an engaged, connected experience.

    The CA Essential Webcam Flex makes virtual learning as close to in person as possible, giving the teacher the ability to demonstrate by writing on paper like a whiteboard or look students in the eye so lessons are more engaging. The company has spent years understanding the needs of educators and the result is a line of durable, affordable headsets that just work, no software or apps required.

    With connectivity options for every need, Cyber Acoustics offers headphones and headsets with the right feature set for any grade level. Best sellers include the AC-4000 series for grades K-5 and the AC-6000 series for grades six-12, while the AC-5000 series offers features and durability that make it perfect for all grade levels. To find the right headphone or headset for your specific classroom needs visit https://www.cyberacoustics.com/education.

    Cyber Acoustics makes it easy for schools to recycle headphones and headsets that are no longer needed, accepting wired and wireless headsets, headphones, and earbuds from ANY brand for proper recycling. To participate or learn more visit https://www.cyberacoustics.com/recycling-program. To learn more about Cyber Acoustics commitment to sustainability visit https://www.cyberacoustics.com/sustainability.

    Kevin Hogan
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    Kevin Hogan

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  • Google Boot Camp on Demand

    Google Boot Camp on Demand

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    Facilitated e-Learning course prepares participants for Level 1 Google Educator Certification

    Press Release
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    updated: Jun 2, 2017


    Montvale, NJ, June 1, 2017 (Newswire.com)
    –
    Eduscape announced today the launch of Google Boot Camp On Demand, a new e-Learning course. This facilitated e-Learning experience assists educators with gaining the knowledge and skills required to prepare for the Google Level 1 Educator exam.

    Boot Camp On Demand allows the participant to experience anytime, anywhere, Google professional development. The course is designed as a series of self-paced modules that allow the learner to follow a personalized learning path. During the online course, participants will engage in activities and experiences that will assist them with preparing to take the Google Certified Educator Level 1 Exam. The course includes activities such as completing online learning missions, engaging in discussions, participating in live webinars, and taking practice assessments. Throughout the course, Google certified instructors will be available live to answer questions, offer guidance, and collaborate with participants — a rare feature for e-Learning!

    “I enjoyed taking the course at my own pace and place, including during prep time at school and from home. The live facilitator sessions were so helpful and really supported my learning. I am now a Google Level 1 certified teacher!”

    a recent participant

    One recent participant stated, “I enjoyed taking the course at my own pace and place, including during prep time at school and from home. The live facilitator sessions were so helpful and really supported my learning. I am now a Google Level 1 certified teacher!”

    For those teachers who aren’t quite ready to pursue a Google Certified Educator certificate, Eduscape also offers professional development opportunities and hands-on workshops. These workshops include instruction and review of the following platforms: Google for Education, Office 365, SMART, Epson, Digital Citizenship, and other interactive technologies.

    For more information on the Google Boot Camp On Demand or onsite professional development, contact Eduscape at 800-781-7976, or to register for the course, visit: pd.eduscape.com

    About Eduscape

    Eduscape, based in Montvale, N.J., is a recognized leader in K-12 education. Eduscape’s team of professionals offer years of combined experience in education and professional development. The company assists with the effective integration of technology by teachers in a deliberate manner by aligning learning outcomes to selected standards, including Common Core, STEM and Next Generation Science Standards. Our expertise extends from Google Apps and Microsoft Office 365 to successful classroom implementations of one-to-one initiatives and other classroom technologies, including the design of innovative learning spaces. 

    Source: Eduscape

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  • New Software Platform GoEnnounce Has Expanded Into 20 States, Educating Middle and High School Students in the Proper Use of Social Media

    New Software Platform GoEnnounce Has Expanded Into 20 States, Educating Middle and High School Students in the Proper Use of Social Media

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    Press Release
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    updated: Mar 14, 2017


    Naples, FL, March 14, 2017 (Newswire.com)
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    ​​​​​​​​​​​​​​​​​​​​​​​​​​​​GoEnnounce, the new social platform where students build e-portfolios highlighting achievements, has expanded into 20 states nationwide. Since it’s launch to schools in July 2016, GoEnnounce’s popularity is spreading quickly, in part, because of its social media training curriculum used by educators to implement the course.

    As social media use continues to rise amongst teens and pre-teens, kids post things on the internet and may not realize that it can stay there permanently, sometimes having a very negative effect. BBC reports how 78% of children under 13 are already using at least 1 social media channel despite being under the legal age. 1 The earlier kids are trained in appropriate, responsible behavior regarding technology use, the better.

    “I saw immediate potential for GoEnnounce to fulfill a need that is not being met in the market currently. It’s a wonderful tool for educating kids in the safe use of social media while showcasing their accomplishments to potential colleges and employers.” – Arthur Allen, CEO, ALA Services Technology Companies.

    Arthur Allen, CEO, ALA Services Technology Companies

    GoEnnounce empowers students with a safe, social media solution that allows them to also build their personal brand. Kevin Honeycutt, an International Keynote Speaker and Technology Integration Specialist describes how, “Now every kid must learn to be a brand unto themselves. GoEnnounce builds the life skills for students to market themselves, while competing with the rest of the world.”

    In 2015, 40% of college admission officers visited applicants’ social media pages to learn more about them. 16% of admissions officers found something that negatively impacted an applicant’s chances of getting in. 2 When trying to get a job, social profiles are even more important.  92% of employers admit to using social media for recruiting, 3 out of 4 hiring managers check social profiles even when not provided by a candidate and say that 1 in 3 candidates are rejected because of something found on a social profile. 3

    As students share achievements in their own voice, GoEnnounce imparts important digital literacy lessons on how powerful digital communication across social media channels can be. The platform also fulfills districts’ accountability needs to record graduation requirements, as a student-centric e-portfolio that allows students to track their unique participation in activities such as community service, clubs & athletics. 

    Michael King, Principal of Dodge City Middle School in Kansas and NASSP 2012 National Digital Principal of the Year describes how he chose GoEnnounce to fulfill Kansas’ state mandate for portfolios.  “We recently incorporated GoEnnounce into our individual plan of study as an e-portfolio in student led conferencing. Student reflection is more powerful than data collection.  Administrators must look at students as individuals, not fixed data points. GoEnnounce is a student-centered approach.  GoEnnounce as an e-portfolio will support our students in preparing for a better and brighter future while experiencing ways to promote individual aspirations and practicing appropriate digital citizenship.”  

    A Digital Arts Teacher in Tennessee, Tim Wood, brought in GoEnnounce to Columbia Central High School after learning about it at a Career-Technical seminar in the summer of 2016.  “The portfolios fulfill a state curriculum requirement and give the students a fun way to showcase themselves and their accomplishments,” Wood said.  He describes the web portfolios as having an interface and profile like Facebook or LinkedIn, but operating much differently and being very safe and secure.

    Craig Badura, a K-12 Integration Specialist at Aurora School District in Nebraska, praises the curriculum for making Digital Citizenship lessons interactive & applicable. “The teachers are now trying to modify the schedule to give us more time,” Badura says. “The lessons are that engaging.”

    GoEnnounce began to fulfill a need for schools to offer this type of software service to students. Software Industry veteran Arthur Allen, CEO of ALA Services Technology Companies made a significant investment in GoEnnounce in July of 2016. This has fueled the company’s growth by increasing the sales and marketing reach nationally and recently internationally. “I saw immediate potential for GoEnnounce to fulfill a need that is not being met in the market currently. It’s a wonderful tool for educating kids in the safe use of social media, while showcasing their accomplishments to potential colleges and employers.” – Arthur Allen, CEO, ALA Services Technology Companies.

    About GoEnnounce: GoEnnounce is a student-centric, social media based, e-portfolio for middle & high school students. The portfolio solution fulfills districts’ accountability needs to track graduation requirements, while empowering students to build their personal brand as they track & share unique participation in activities such as community service, clubs & athletics. GoEnnounce is implemented in middle schools & high schools via a digital citizenship curriculum where students practice lessons on safe and positive internet use. The courses offered cover everything from digital literacy to digital copyright to commerce and cyberbullying. GoEnnounce addresses social media issues in schools by changing the conversation to encourage positive social media behavior.  

    To learn more visit: www.goennounce.com

    Media Contact:
    Meghan Davis​
    ​Phone:239.228.4559
    Email: Meghan@goennounce.com​
     

    Source: GoEnnounce

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