Integrating Literacy in the Content Classroom

“Why do we have to write? We’re not in English class!”
“Do we really have to read the entire chapter?”
Many students have the impression that reading and writing only happen in English/LA class.

However, this misconception is not only with our students. Many adults also believe that literacy instruction is solely the responsibility of the English/LA teacher.

In casual conversations with other teachers, I have heard these responses when talking about literacy across content areas: “It’s not my job to teach them how to read!” or (my favorite) “I didn’t go to school for English, so I’m not grading writing.”

The idea of integrating literacy skills, particularly reading, writing, and speaking, into the core content areas is not a new concept. In fact, most teacher certification programs require a class about integrating reading and writing in the content classroom.

So why, after we leave college, do so many content teachers ignore or drop the inclusion of literacy in the classroom?

Whatever the reason may be to forego literacy in the content classroom, it is time to bring it back! For students to improve, they must practice reading, writing, speaking, and listening every day in every content area.

As August comes to a close, many teachers are either beginning to plan for the upcoming school year, or have already begun school, and I would like to challenge you to find ways to incorporate literacy in your classroom.

What is Literacy?
Literacy has generally been defined as the ability to read and write; however, literacy is so much more than just reading and writing. Literacy includes: reading, writing, speaking, and listening.

How we interact with language and texts varies depending on the type of text and the content. Interaction with texts also goes beyond just reading and writing about them; when we interact with texts, we also think about them, discuss them, and use the texts in subject-specific ways.

How to Incorporate Literacy in the Content Classroom
All subject areas can incorporate reading, writing, and speaking in their classrooms! Remember, for many of these strategies, you must model for students how to use them before assigning them to be completed independently.

  •  Think-Pair-Share: This is a great strategy to help students practice speaking and listening skills. It is a great strategy to use as an anticipatory set or closing activity, or even as a transition between topics or lessons during class. There are three parts to this strategy:
    1. Think: The teacher poses a question, prompt, or observation to the students. The students then take some time to think about the topic.
    2. Pair: Students then pair up with a partner (you can designate the partners or allow students to choose partners) and talk about the responses that each partner came up with. They compare and contrast their responses, and then come together to create a joint answer.
    3. Share: After the students discuss the prompt with partners and come up with a shared response, the teacher then calls on the pairs to share their responses with the class. You could record the responses on the board, and then use these responses to lead to a class-wide discussion on the topic.
  • ABC Summary: After a lesson, unit, or reading activity, the teacher can have students summarize their learning with an “ABC summary.” On their paper, students will list the letters of the alphabet vertically. The teacher will then ask the students to write a word, phrase, or sentence beginning with that letter to explain or relate to the topic. This is a great strategy to work on comprehension and writing.
  • 3-2-1 Exit Ticket: At the end of the lesson, have the students list three things they considered important from the lesson; two things they would like to learn or find out more about; and one question or concern they still have about the topic.
  • Text Features & Text Structures: When giving students a reading passage or informational text, demonstrate and model how to understand the text for your content area. Point out text features (bold, underlining, headings & subheadings, pictures & captions, tables & charts) and show students how to use those features to understand the content. Point out transition words and text structures and show students how authors of your content organize their texts to help students understand the topic. For more information about text features, check out the “Effective Instructional Strategies Series: Text Features,” and for more information about text structures, check out “Classroom Strategies | Text Structure” and “20 Strategies to Teach text Structure“. After point out these features, use graphic organizers to help students organize their learning and the content.
  • Cornell Notes: This note style is extremely beneficial for students when organizing note-taking and their understanding of content. It can be used during lectures or reading activities. The students take notes on content in the right hand column, after the notes they go through and record the main ideas in the left hand column. At the bottom of the page, as a closing activity, they write a summary of their learning. To see sample Cornell notes and learn more about the strategy, check out JMU’S Learning Toolbox: Cornell Notes.
  • Think-Alouds: Model for students how to think about and understand a text by reading it out loud and stopping to share your thinking and questions. Learn more about the think-aloud strategy here or from the Model Think-Aloud strategy by Derek Fernandez.


These are just a handful of the hundreds of strategies out there to incorporate literacy in the classroom. For more information on literacy strategies, check out the resources below:

Integrating literacy across the curriculum helps students become stronger learners. Hope everyone has an awesome 2016-2017 school year!

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Using Virtual Field Trips in the Classroom

virtual field trip

Field trips can be extremely time consuming and expensive. However, what if you could take your students on a field trip without ever having to leave the classroom? Harnessing the power of the internet, teachers can take their students beyond the four walls of the classroom on a journey to discover the world around them or even the universe with a virtual field trip!

What are virtual field trips?

There are many different types of virtual field trips. However, the general idea is that students harness the power of technology and the internet to explore a variety of places that they would otherwise be unable to visit.

Some virtual field trips consist of links on a web page that lead students to pictures, videos, articles, and maps of the site they are visiting.

Other virtual field trips can occur in real time and are interactive. These allow for interaction with experts, and are often done via videoconferencing or audioconferencing.

Why use virtual field trips in the classroom?

There are many obstacles that make planning a field trip challenging: budget cuts, finding chaperones, getting permission slips, arranging transportation, student safety, and time are just a few examples.

However, virtual field trips solve and eliminate many of these concerns; there is no need for chaperones, because students stay in the classroom; there is no need for funding, because there are hundreds of free virtual field trips available on the web. Not only that, it also allows students the opportunity to explore places so far away that they wouldn’t have been able to take a field trip there anyway.

Where do I start?

The first step in planning a virtual field trip is examining your content standards. What exactly is it you want your students to learn from the field trip? What is the purpose of the field trip? How does it connect to your content?

Then, decide whether you want to create the field trip yourself, or if there is a virtual field trip already available that meets your goals.

If you are interested in creating your own, check out this guide on using Google Earth to create a field trip. Or, you could also challenge your students to learn about a topic and create their own virtual field trip to share with their classmates.

However, if you’re like me and lack the time and energy to always create something new, a simple Google search for your topic will render hundreds of pre-made virtual field trips. A lot of museums and memorials are beginning to load pre-made virtual field trips on their websites. For example, when I taught 7th grade and my students were reading A Christmas Carol, we took a virtual field trip of Charles Dickens’s London.

You will want to make sure you have an activity for students to complete during the field trip, or a culminating task for them to perform after the field trip. This holds them accountable for staying on task and not goofing off.

You will also want to make sure that you have the necessary technology and plug-ins for the virtual field trip ahead of time. Work with your schools technology resource teacher to prepare for the lesson.

Helpful Resources

As with any use of technology, make sure the purpose of the task is to enhance and expand your students’ learning of the content. So, if you want to take your students on a tour of Colonial Williamsburg or even on a tour of the solar system, taking your students on a field trip has never been easier (or cheaper)!


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Using Web 2.0 to Create an Online School Community

Robert Meehan quoteWe often hear about the importance of teachers building relationships and communicating with our students’ and their families, as well as the importance of building a positive classroom environment. Open lines of communication and a positive relationship help to improve student performance and classroom behavior. However, it is not just important for teachers in the building to create these meaningful relationships with students and their families. It is also the job of school leadership and administration to communicate and collaborate with all community stakeholders, including the teachers, the students, the parents, and the community.

However, with all the other responsibilities and paperwork that administrators get bogged down with, how is it possible to build meaningful relationships with the community? Of course there are the “old-fashioned” (but still just as necessary ways) like: attending sporting events, making parent phone calls, talking to and supervising students in the hallway, faculty meetings and e-mails, and having an open door policy. Perhaps there is a weekly, bi-weekly, or monthly newsletter that goes out to the parents, students, And while these are all still very important ways to make contact with the community, administrators can do so much more by harnessing the power of technology to further increase communication and involvement with their school’s community.

So, here are some Web 2.0 tools that can be used by administration to build school community and increase communication with stakeholders.


One of my students once said, “Mrs. Lewis – you must be old; no one uses Facebook anymore.” I just laughed and said, “Well, I must be.” So even though Facebook is for “old people,” it is still a great resource to communicate with your stakeholders. Facebook can be used to:

  • Post reminders about upcoming school events
  • Post announcements about closings, fundraisers, results of sporting events
  • Post links to blogs or education memes for parents and teachers (Ex: post a link to reading comprehension strategies)
  • Discuss the school vision or school goals
  • Allow parents, community members, and alumni to share pictures and posts about their experiences
  • Allow your school’s website to run a widget with your Facebook feed

While there are many pros to Facebook, including the ease at which it can be updated and the ease of interacting with the community, there are some cons. The biggest con is making sure that all members of the Facebook page are utilizing it appropriately and that administration is keeping up with the posts and comments. Because the group is open to all stakeholders, administration must be prepared for negative posts or backlash. Have a plan of action on how your team will respond when this happens. Also, you will want to make sure that you respond quickly to Facebook messages or posts, especially those that discuss concerns.

For more details and ideas about how to use Facebook to build a school community, you should read David Harstein’s article “How Schools Can Use Facebook to Build an Online Community”. He shares more in-depth ideas on ways to use Facebook, as well as provides ideas to protect the school and students on social media.


Twitter can be used by administration to build a school community in many ways and is very similar to Facebook, with the exception of the 140 character limit. Again, the administration can make a school account to post updates, important news items, and pictures/statuses about school events. Like Facebook, you can also link your Twitter feed to your school’s website for real-time updates.

Twitter also allows users to create hashtags. By creating a #schoolhashtag, the administration can thread all tweets into a feed. This allows anyone to click on the hashtag and see posts about the school. Teachers can make posts about what is going on in their classrooms, students can make posts about projects and their learning, parents can make posts about their children or teachers. Parents and students can share tweets, by retweeting, with their families and friends.

Like Facebook there is the concern of monitoring posts and making sure they are appropriate. However, on Twitter, since it is not a page you control, you do lose some ability to determine what posts are allowed on your page and you cannot delete certain comments/posts. So again, it is very important that staff remain diligent in monitoring posts and that you have a plan of action for if inappropriate use arises. Another downside to Twitter is that you only have 140 characters to share information.

If you’re interested in more specific details or ideas on how to use Twitter in your school or classroom, check out the article “5 Ways Twitter Strengthens a School’s Learning Community” by Joe Mazza and “5 Ways School Leaders Can Make the Most of Twitter” by Kate Schimel.


LinkedIn is still a social media platform, but you would use it differently from Facebook and Twitter. Many schools are beginning to create group accounts, and LinkedIn is about developing connections and marketing.

You can use linked in to:

  • Promote school-wide fundraising initiatives
  • Connect with and recruit potential teachers
  • Connect with parents and students who work in the professional world (this may also allow you to create partnerships with professionals in your community, which in turn could lead to internship or PBL opportunities for your students)
  • Create Showcase Pages for departments and faculty, sports teams, and clubs
  • Share “blog” posts about school activities or learning strategies for parents and students (put staff members or students in charge of creating these posts)

The benefit of LinkedIn is you have complete control over your page and its comments, and it can be a great resource for marketing/building a public image. The downside of LinkedIn is that it is not as widely used by parents and students as Facebook and Twitter. However, Forbes Online did recently make a post about how and why high school students should be using LinkedIn (Read it here), so you could always have students create LinkedIn accounts and have your staff teach them and model for them how to build an online portfolio and presence that they can use when applying for colleges and jobs.

For more detail, try reading the article “4 Ways to Use LinkedIn for Your School.”


A podcast is a digital audio file that is uploaded to the internet for download. Podcasts can be made as a part of a series or as stand alone posts. There are many ways school administrators can use podcasts, and I outline a few of them in the video podcast below.


The benefit of podcasts is you can use community members to create them, and allow community members to create series about specific topics or share information. You can also create a feed that allows you to post your school’s podcasts on its webpage.


A wikipage is available to anyone  and it allows administrators to easily collaborate and share information. They can also be made public or restricted. Like many of the other Web 2.0 tools, Wikis allow you to take your school community outside the constraints of the school day and school itself. It allows collaboration because users can edit and add to wiki documents. However, you do not have to worry about changes being made because wiki tracks changes and you can determine what final version of the product to use.

Administration can use Wikis to:

  • develop and create school newsletters and agendas: community members can add comments or edit at anytime.
  • administration can track data or share spreadsheets and data with faculty and staff
  • offer professional development and PLN opportunities for teachers
  • share calendars and schedules
  • share handbooks for students, parents, and teachers – allow faculty input when creating these documents or other new policies and procedures
  • teachers can post their lesson plans for review, comment, and collaboration with other teachers
  • upload photos of school events and student work
  • it also has the capability to create a “bookmarking” page that allows you to link to multiple other sites that students, parents, and faculty can use as resources

If you’re interested in Wikis, check out Wikispaces and their post about using Wikispaces for education.

These are just a few of the Web 2.0 resources available to assist administrators in developing school communities.For more ideas on apps and Web 2.0 tools available to administrators, check out “The 21st Principal’s Big List of Must-Have Tech Knowledge.”

However, as with any initiative, none of these resources will work without stakeholder buy-in. Also, understand that many people are still frightened by the idea of posting information on the web, so you will probably need to offer professional development for your teachers (and maybe even parents and community) on why you are using these resources and how to use them. You also need to make sure that you are modeling how to use these resources appropriately, as well as that the use of these resources aligns with your school vision and the culture you want to create.



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Why Teach Digital Citizenship and Where to Start

Social Media

You walk into any school building, and in the hands of most students you will find a cellphone. One student is creating a meme to post on Instagram, another student is watching a YouTube video about cats dancing, another student is posting a status update on Twitter, and another is taking a picture to send through Snapchat. The list could go on about all the ways our students are using technology and social media to connect with the world around them. Which is really wonderful – they literally have the entire world at their fingertips to explore and learn.

They know how to use all these apps and can “plug in” almost anywhere at anytime. But the question is, do our students understand how to use this technology appropriately, and do they fully understand the repercussions of a negative digital footprint?

Unfortunately, in many cases, the answer to this question is a resounding “NO.” 

When you were growing up, did you just inherently know how to read and write? Did you just pick up a book and know what the letters meant, what sound they made, and how to put them together? Or, did someone teach you those things and ask you questions to help you with comprehension?

There is the assumption that because our students have grown up with technology, they know how to use this technology. Therefore, because they have grown up with technology, they do not need direct training or teaching on using digital tools. However, just because they are exposed to technology does not mean they know how to use it. For example, many students:

  • do not realize that any status update or picture posted to social media is permanent
  • do not realize that it’s dangerous to post personal information in your profile
  • do not realize that you can’t copy and paste it as your own just because it is on the internet
  • do not realize that many photos on the internet are not free to use but are actually copyrighted
  • do not understand “netiquette” and the appropriate way to write and discuss online

The repercussions of this misconception can range from minor to severe, and can even prevent students from getting into college or getting a job.

Also, if students only use technology for social media, then they fail to understand and gain the skills they will need to use technology in the work force.

Therefore, it is imperative that we as educators, in partnership with parents and other stakeholders, model and teach digital citizenship in our schools.

So, I guess the million-dollar question is: where do we start?

  1. Know and use the lingo. We have to know what terms are being used in reference to technology, and we need to know the meanings of different abbreviations. It’s not enough to just know it though; we must also use it with our students.
  2. Know the technology. What programs and apps are the students using? What are they using them for? What do the programs and apps do – what are their features? What are the dangers of the program or app? How can it be used inappropriately?
  3. Use the technology. Demonstrate for students the appropriate use of the technology available to them; do not just lecture them, use it with them: show them how to search using Google to get the best results, show them examples of inappropriate uses of technology, show them how to harness the power of technology to enhance and increase their learning and critical thinking skills. Show them ways to use technology outside of the social aspect – help guide them to the understanding that technology is a tool to gain information and share ideas. Get in the trenches with them – model for them how to have a positive social media presence.
  4. Teach them online etiquette. Have them write memos and e-mails to each other, or to you, using appropriate grammar and e-mail etiquette. Have them research and learn about copyright laws, fair use, and creative commons and then apply those skills. Talk to them about tone and language: how you type is different from how you talk – how can what you type be misinterpreted due to lack of tone? Talk about the rights of others online and discuss cyber bullying.
  5. Teach them how to evaluate content. Explain the difference in url addresses, show them how to evaluate online sources and explain what makes a source credible. Have them practice evaluating websites for credibility. What is the purpose of the site? Partner up with your media specialist: bring your students into the library for a lesson about researching online, analyzing information found from different sources, and compare how the same information can be presented in different ways.
  6. Talk to them about over sharing. Yes, that picture of you in your bikini at the beach making a duck face with your BFF might be super-cute. Yes, you may want to share it with everyone. But, we need to teach students to stop and think before posting: is there any way this picture/video/status could come back or be used against me in some way? With all the photo editing tools out there, how easy would it be to take this innocent picture and alter it? Posting personal information such as your full name, address, or cellphone number on your profile is extremely dangerous; however, many of our students do this anyway. Have students read articles about the dangers of this; discuss with them how people can get personal information online and the dangers of privately messaging or friending people you do not know.
  7. Get the community involved. Teaching digital citizenship needs to be collaborative: all stakeholders need to be involved. Unfortunately, parents often know just as much, or less than, the students. Encourage parents to monitor their students social media presence and to talk to their children about social media. Provide training for parents on different apps or pieces of technology and how their children might be using it. Bring in experts from the community to talk tot he students about digital citizenship, utilize law enforcement, lawyers, college admissions counselors, heads of companies, and others in the community. Come up with a curriculum that all teachers in the building implement and use in their classes.

It is not enough for our students to know how to use the technology. To be truly successful 21st century learners, our students must know how to use the technology appropriately to enhance their learning; that should understand that they can use technology to think critically, think creatively, and communicate with the world around them. In order to do this, we must help them become aware of the dangers of misusing this powerful tool.

Like learning to read, digital citizenship must be directly taught and modeled. It is time we abandon the misconception of “digital natives” and adjust our teaching to best aid our students into becoming strong 21st century learners.

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5 Ways to Use Edmodo in the Classroom

While there are many other resources students and teachers can use to connect and share information, Edmodo is one the most popular social learning network sites out there. As a loyal user of Edmodo (six years and going), Edmodo has helped me to transform my classroom into an interactive, student centered environment that encourages my students to use 21st century learning skills.

Edmodo is very easy to maneuver and is extremely user friendly; it can be used through a web browser or through the mobile app (available for both iPhone and Android). Student interest is immediately piqued because of Edmodo’s similarities to Facebook, and it allows the teacher, students, and parents to connect with each other and access class content online. Parents and teachers can also feel comfortable using it because it is a controlled environment – there is no personal information required, and posts can only be seen by the teacher and other students in the “classroom.”

5 Ways to Use Edmodo in the Classroom

Once you have signed up for an account, you can: edit your profile, join PLN groups, create your own groups, and download apps. Some considerations before you begin, however, are:

  • How many of my students have access to the internet and a computer at home?
  • How will I manage assignments for students who do not have access to the internet and computer at home?

I always conduct a technology survey the first day of school; this way I know exactly how many students have access to computers and internet at home, and I can begin thinking of ways to supplement or adjust assignments for the students that do not. So, without further ado, here are 5 ways to use  Edmodo in the classroom.


5 Ways to Use Edmodo in the Classroom

This is one of my favorite features about Edmodo. Since my school mainly uses BYOD, and it can be challenging to get students to download every app we use in the classroom. Also, due to district regulations, I cannot require students to sign up for anything that might require an email. Through Edmodo, I can assign different apps I want to use to each group and students immediately have access to them. They do not have to create individual accounts for each app, so it eliminates the need to remember multiple usernames and passwords as well. There are tons of free apps, but some apps do require you to pay for them. The main apps I use are:

  • No Red Ink: This is a grammar website that uses student interests to create sentences for editing. I can assign each group a specific skill and set up assignments for them to complete. Unfortunately, as of June 30th, this app will no longer be available through Edmodo.
  • Office365: As an English teacher, my students are constantly writing and editing. Surprisingly, many students do not actually have a word processor or PowerPoint application on their computers at home. Edmodo has joined up with Office365 and students can access Microsoft Word, PowerPoint, and Excel through Edmodo. Not only can they access these applications through Edmodo, but it saves all their documents directly to their Edmodo library! So, no more “I don’t remember where I saved that paper” or “I lost my flashdrive” excuses from students. After they have completed their assignment, they can upload it directly from their Edmodo library and send it to me. It is AMAZING!
  •  UDebate: One of our SOL’s for all English teachers is argumentative writing and persuasive techniques; the UDebate app allows students to participate in moderated discussions within their individual classrooms and with others, including experts in the field, throughout the world. It opens the door for collaboration, critical thinking, and communicating ideas with others while still being in a controlled environment.
  • RefMe: A citation app that allows students to cite their research sources and build a works cited page. Very useful during research to check their already created citations (I’m mean and make them cite the “old-fashioned” way first)!


It has a bank of Common Core, TEKS, and SOL aligned questions to create quizzes. All I do is pick which standards I want to assess on Snapshot, and the program sets up the quiz. I use Snapshot a lot for pre-assessing students on reading, writing, and grammar skills; however, it could also be used as a formative assessment at the end of a unit. It works on both the website and the app, so students can truly access it at anytime, and you can access the data at anytime.

5 Ways to Use Edmodo in the Classroom

On the Snapshot dashboard, it shows you how many students took the assessment, how many met the standard, and how many are behind. It also identifies which standards you may need to reteach and makes suggestions for apps, YouTube videos, or lessons through LearnZillion to help reteach those skills.

You can also access an individual student’s data and see which areas that particular student was weak in. Snapshot has been an invaluable time saver and resource for me this school year!


My students are required to read for 20 minutes every night each week. Prior to using Edmodo, I would require my students to complete and submit a reading log each week. However, I found they were not utilizing the tool appropriately and were often making up the information or getting it offline. They still submit the reading log outlining the time read with a parent signature, but they also have to make a post to Edmodo by Sunday night sharing their reflections on their reading (not just a summary like the original reading log). The post must be a minimum of 150 words and show thoughtful reflection; they must also respond to at least two other students’ posts. This has been great because it allows for them to have meaningful discussions about the books they are reading, and allows other students to get ideas for books to read.


Within each class, you are able to set up small groups. I set an Edmodo group up for each book group, and discussion and group work are conducted through Edmodo. The students will set up a calendar of when posts and responses are due by, and then each member is responsible for posting at least two times about their topic/role and members must respond to the posts; they can also incorporate YouTube videos or pictures to enhance the discussion. They have preset guidelines they must meet, and all posts must make references back to the text to support their statements! It also allows them to ask questions about the text as they are reading at home versus having to wait to get to school the next day.


Students no longer submit their essays or writing to me via paper; assignments are set up and submitted electronically through Edmodo. This has cut down drastically on the paper use in my classroom, as well as eliminates the need for me to trek large groups of papers from home to school. I simply set up the assignment, and the students can upload their documents to the assignment.

It has also changed the way I provide feedback. After receiving the assignment, I am able to read it and annotate it through Edmodo. I can make suggestions and provide feedback directly onto the document, which the student can then access when they check the assignment. While it took awhile to get used to, and initially took longer than hand grading the assignments, I have now cut the time I spend editing and providing feedback in half!

This is just a general overview of ways I use Edmodo in my classroom and is not by any means an exhaustive list of all the things you can do with this resource! If you are interested in learning more about any of the topics I outlined and how I use them, please feel free to comment below or send me a message! Also, Edmodo has a wonderful Help Center on setting everything up and providing ideas on other ways to use Edmodo.

As educators, it is important for us to incorporate technology in our classroom; we must teach our students how to harness the power of technology for collaboration. Edmodo provides a safe and controlled environment for students to learn about and to practice these 21st century skills.



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Hello and welcome!

Thank you for joining me on this journey. Currently, I am in the Educational Leadership program with Regent University and, as one of my technology class requirements, I have to start a blog. I am quite nervous about this as I am a perfectionist and an extremely private person. However, I am also excited about this opportunity to learn something new.

Our current students are so connected to everything digital, and I feel that it is important for us as educators to open ourselves up to that digital world as well. If we do not,  then we will be unable to help our students realize the importance of digital citizenship and that the technology they have available to them can be used for more than just updating their status on Twitter or posting a funny video on Vine. We as educators can show our students how to harness the power of technology to make a difference in their world, to share and express their ideas and opinions appropriately, and to help them connect and collaborate with others around the world. We must help them to recognize the value of learning 21st century skills such as creative thinking, critical thinking, and problem solving. In order to do this, we must learn how to incorporate these skills and technology into our classrooms.

So often I ask my students to learn new things, try new things, and be willing to take risks, but then I myself fear change and am adverse to taking risks. I’ve read about the importance of technology integration and teaching 21st century skills, but I feel like I could do a better job “putting my money where my mouth is” within my own classroom. Through several of my classes, I have learned that, as a future leader and current educator, I cannot be afraid of these things if I hope to be effective for my students; I must learn how to harness technology and model using it appropriately to help guide my students to do the same. My hope is that, through this blog, I will be able to share my experiences and learning about education and technology integration to help others who have these same fears.

So, thank you for joining me and I will update you on my journey again soon!

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