March 26, 2025 • 21 mins
The pencil was invented in 1795. The first documented use of the chalkboard in the United States was in 1801, and the ballpoint pen came into popular use in the 1940s.
We’ve been using these tools in education for decades, and now we're sprinting into a new era with new tools.
How are Canyons District schools using such modern tools as Chromebooks and artificial intelligence? In what ways do these tools enhance learning, and what are schools doing to help students use them responsibly? Connect Canyons posed these questions to the District’s Digital Teaching and Learning Specialists Katie Gebhardt and Dr. Camille Cole.
After the pandemic, some may assume Chromebooks and other devices are the center of learning. Others have suggested AI will one day replace teachers altogether. But the truth, says Cole, is that technology is being put to use carefully and strategically.
“An easy misconception is that kids are on their Chromebooks from start to finish of the school day, and it’s really not like that,” says Cole. “Any time a student is using the technology, it should be high quality learning opportunities — whether it’s active where they’re physically working, or passive learning, where they’re reading or just consuming information.”
Technology can give teachers immediate feedback on which concepts individual students are struggling to master. AI can make learning more accessible to students with disabilities.
The litmus test in determining when and how to use a given technology is whether it advances learning, Cole says.
Conversely, teachers are teaching students to use technology, not as consumers, but as creators. “Digital citizenship is really just using technology and our resources that we have today for good,” Gebhardt says.
Canyons District breaks up digital citizenship into five competency areas — Inclusive, informed, engaged, balanced, and alert. Students learn to check sources, use their technology to solve problems, balance their time on and offline, and make sure they are keeping safety in mind.
1:06 Understanding Digital Citizenship
Our experts explain what digital citizenship means and how teachers work practicing good digital citizenship into their lessons.
5:52 Technology Integration in the Classroom
We learn how teachers and students alike are using technology as a tool to enhance the learning experience.
9:53 Screen Time Quality vs. Quantity
Our experts share just how much time students are using devices and how those technological tools are being used.
17:21 Advice for Families at Home
We discuss how families can practice good digital citizenship at home and set examples for their children.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us.
Speaker 2 (00:28):
The pencil was invented in 1795, the chalkboard
in 1801, and the ballpoint penin 1888, which means we've been
using these tools in educationfor hundreds of years.
Now we're sprinting into a newera, introducing new tools such
as Chromebooks, artificialintelligence and virtual reality
.
Welcome to Connect Canyons.
(00:48):
I'm your host, frances Cook.
Today we're going to chat aboutdigital citizenship.
We're going to explain whatthat means, and technology in
the classroom.
I'm joined by Katie Gephardtand Camille Cole, canyons
Digital Teaching and LearningSpecialists.
Thank you both for being heretoday.
Speaker 3 (01:04):
Thanks for having us.
Speaker 2 (01:06):
I'd like to start with digital citizenship.
Katie, can you tell us?
What does that mean?
Speaker 4 (01:12):
Digital citizenship is really just using technology
and our resources that we havetoday for good.
So in Canyons we organize itaround five different competency
areas.
We want students to beinclusive.
We want students to be engaged.
We want students to be engagedand use technology for good, so
that could be using technologyto solve problems or be creative
(01:33):
.
And we want students to bebalanced.
We find that many times todaythat is one that they struggle
with, where they are strugglingwith balancing their time online
and offline and prioritizingactivities.
So it's not always about howmany minutes they are spending
on a device, it's also how arethey choosing to use that time.
(01:54):
Is it using their device toserve their goals and improve
their learning or be creative,or is it just consuming
information?
One last one no, keep going Tobe alert, and that is to make
sure that they are keepingsafety in mind and not sharing
(02:14):
personal information, thingslike that.
Speaker 3 (02:16):
Well, and to add to what she's talking about, when I
think about digital citizenship, I think about that word
citizen citizenship.
So think about how you are as ahuman in this physical world,
like, how do you conductyourself when you're out in
public, when you interact withpeople in person, when I shake
someone's hand, when I'm talkingto them.
We have this digital spacewhere so much is happening
online via social media.
(02:37):
Think about how much you do inthis digital world.
It's how do you conductyourself in that space.
And right now we're in a worldwhere we're seeing the physical
and the digital world start tokind of collide and overlap, and
so, with these skills and thesecompetencies that Katie was
just talking about, those arereally good things to keep in
mind, not just for the physicalworld, but when you're dealing
(02:59):
with people in this digitalspace.
How do you conduct yourself?
How do you relay information?
How do you relay information?
How do you share information?
How do you consume it?
So it's how to be a good personin the physical world, but also
now in this digital space.
Speaker 2 (03:13):
That's a really great way of looking at it.
You're still you and you'restill representative of yourself
, your community, your school,your family.
So how are we implementingthese ideas in the classroom?
How are we teaching ourstudents to be good digital
citizens?
Speaker 4 (03:29):
Great question.
So in our elementary, middleand high schools, students
receive digital citizenshiplessons every year.
We have a commitment that theywill receive at least three.
However, most schools have morethan that almost monthly
lessons around digitalcitizenship that cover those
five competencies that I wastalking about.
(03:51):
In elementary and middle school, that's through our Thrive Time
curriculum, where every unithas a digital citizenship
component.
And then in our high schools,they are usually taught in some
type of an advisory or an appperiod, depending, or during our
digital citizenship week,depending on the school.
Speaker 3 (04:10):
And I know as digital teaching and learning
specialists, something that wecontinue to advocate for and
push when we're doing theselessons is like how can you
teach digital citizenship withincontext?
So it's not like let's learnabout math right now and then
we'll then talk about digitalcitizenship and practice those
skills.
It's anytime our students areusing technology.
If you're writing a paper,let's talk about plagiarism and
(04:31):
how you appropriately citepeople's other work.
You don't want to take creditfor someone else's work.
So I think the power of digitalcitizenship and I'm hoping we
can move to more of that is oneteaching it within context and
even asking our teachers, ouradults in the building, who are
using technology, to model thatbehavior, because a lot of
students will emulate and copy.
(04:53):
I mean, that's what emulatemeans right, but they'll copy
what they're seeing, and so ifthey're seeing a parent online
or a teacher online and maybenot practicing some of these
competencies, they're going tothink it's not a big deal.
So I really do think it'steaching, being explicit with
your teaching.
But then what can we do tomodel and then really teach
these things within context whenthey apply?
Speaker 2 (05:13):
I know as a learner myself, I am very hands-on.
I want to see how it works, notjust hear.
Here's what a good digitalcitizen is.
So that's very cool to hearthat we're implementing it into
their daily learning.
Let's take that a step farther.
So, like you said, camille,technology in the classroom is
becoming integral.
(05:33):
I mean it's as we're usingtechnology as much as we're
using pencils, right, that cansometimes make maybe some of us
older generation worry a littlebit, where we're not as used to
that idea of technology being aneveryday device and an everyday
tool.
We don't want our kids rottingtheir brains, so how are we
using technology in theclassroom?
For example, what are ourstudents doing on their
(05:55):
Chromebooks?
Speaker 3 (05:56):
So very good question because I even think about to
my experience growing up.
Speaker 1 (06:01):
I don't want to age myself, but I know I'm not that
old Right, but I just know whenI was, and I'm a product of
Canyon School District.
Speaker 3 (06:08):
I went to the, I went to Altaview, went to Jordan, I
went to Eastmont and so when Iwas going through school,
technology was kind of justgetting started.
We were starting to do reportson the computer, we were
starting to investigate thingsonline.
But where we are now, so muchof education it's digital, like
a lot of the textbooks ourteachers get.
The curriculums are very theyhave digital components.
(06:29):
And even though there's digitalcomponents, it doesn't mean the
expectation now is everythingis done digitally, because
that's not the best way to learn.
And so when we're working withteachers and even thinking about
, okay, we have all theseprograms, whether it's like in
our elementary school, wonder,savas, that's our ELA and our
math programs Something we referto and we kind of use as our
(06:50):
anchor is the TPAC framework.
It's a framework in thinkingabout effective technology
integration and it starts withcontent.
So when we work with teachersor even are teaching about
technology integration, we firsttell teachers the first
expectation is knowing whatyou're teaching.
They should always go back tothe core standards that are
expected for each grade level,those specific skills.
(07:10):
We tell them to reference theCSD instructional guides,
because our instructionalsupports department has done a
great job of helping out,identify the scope and sequence
for what should be taught andwhen.
And so, once they know whatthey're going to teach, the next
step is know how your studentslearn and how you're going to
teach it.
What are the effective teachingstrategies that are going to
support whatever it is you'veidentified that needs to be
(07:32):
learned, and then you can thinkabout the technology.
So, when you know what you'regoing to teach, how your
students learn and how you'regoing to teach it, does
technology bring value to thatspecific activity, that specific
goal, outcome?
Does it engage students in thelearning?
Does it extend their thinking?
Does it enhance the learningexperience?
Because we are very strongproponents of you shouldn't just
(07:53):
be using technology to use it.
It really should be used tosupport the students' learning
and their outcome.
And so I always led that.
With COVID, we went from thiseverything had to be online, and
so once we were coming backfrom COVID and trying to get
back into the swing of whatregular classrooms were going to
look like, I remember peopleasking me OK, camille, what is
(08:13):
the expectation for tech use?
And I answered it just like Itold you like know what you're
teaching, how?
Okay, camille, what is theexpectation for tech use?
And I answered it just like Itold you, like, know what you're
teaching, how are you going toteach it?
And then, if there's technologyyou want to use, I need you to
think about how is that going tosupport the student learning?
Because, number one, and evenin any training I ever do with
teachers when I'm talking aboutnew technologies or programs
that are out there, I alwaystell them your end goal should
(08:34):
be those students and is thattechnology going to support the
learning and, ultimately, thoseoutcomes?
Like, we should always thinkabout how it's going to support
student learning.
And if you can't answer that,it's okay not to use technology.
And I love that you startedthis podcast with the pencil,
the chalkboard, because if youwant to get super philosophical,
those are technologies, right,and sometimes there is a power,
(08:56):
especially when you're trying toreinforce specific skills.
There's a power to havingstudents use a pencil and paper.
There's a power rather thanhaving students get online and
converse with one another,having them actually sit in
front of each other and talk.
And so there are times whentechnology can be great and then
there's also times whentechnology should not be used at
all.
Speaker 2 (09:16):
Yeah, and then there's also times when
technology should not be used atall.
Yeah, I would imagine a lot ofparents after COVID where
everything was on the computer.
I can imagine where they mightsee a classroom nowadays and
assume that that's what'shappening.
But it's really not.
You step into our classroomsand you see our teachers
engaging with students, evenwhen they are using a Chromebook
(09:37):
or a device or something.
But it's really great to hearthat they're using it as a tool.
We're using these devices astools.
How often would you say theyare being implemented in the
classroom?
We know it's not the entiretyof the class time right.
Speaker 3 (09:55):
I know we've done classroom observations and when
we calculated the data, I wouldsay in our elementary schools on
average, and keep in mind,average about 39 minutes of the
school day, Because I think whatwe don't, or an easy
misconception, could be the kidson the Chromebook or an iPad
from start to finish of theschool day and it's really not
(10:17):
the things that students,especially in elementary school.
They go from ELA to math toscience.
Their day is constantlychanging and they may be going
in and out of technologies, soit's not an eight-hour span of
the day.
Technically, on average, Ithink it's been reported and
we've calculated about 39minutes.
Speaker 4 (10:37):
On average On average .
So with that that 39 minutesalso includes any time that
they're logged into theChromebook.
So, for instance, I've seen alesson where a teacher is doing
a Nearpod lesson and it allowsto do quick checks.
So maybe the teacher is talkingabout a few slides with the
students and then they'll askthem to look at a question
(10:57):
that's on the Nearpod.
They'll prompt students to havea conversation with the person
that's sitting next to them andtalk about it together, reflect
together and then use thatshared understanding to answer a
question on the Nearpod.
So, even though their computerwas probably open that whole
time and it's counting minutes,just because they're completing
(11:18):
a Nearpod doesn't mean thatthey're not interacting with
their classmates.
Yeah, so one thing I liked iswhen I was in the classroom and
teaching with lessons is that Icould look at that data and see
an understanding for that quickcheck for understanding really
quickly for my entire class,really quickly for my entire
(11:39):
class.
And then I could be like, oh, Ineed to pause and go back
because we're not understandingthis quite as well as I thought,
or I'm okay to move forward.
Speaker 3 (11:44):
Well, and something Katie did a bulk of the work,
but our team, I know we puttogether screen time
recommendations, not just forfamilies, but that coincides
with the screen time werecommend in our classrooms as
well.
And this is going to date mebecause when I was going through
school it was the food pyramid.
Speaker 1 (11:58):
You know, that's what I remember Apparently.
It's my plate now.
So if you guys don't know whatthat is, go check it out.
Speaker 3 (12:03):
But we've attributed a screen time to like my plate,
so it should be healthy portions, because I know you hear
research about.
It should be this many minutesof screen time, which is
technically outdated research,because it's going more towards
like passive consumption versusactive, high quality.
And so, and if you want, it'son our family connection site
with Canyon School District andyou can see this where our
(12:25):
recommendation is if you'regoing to have screen time, it
should.
You should.
It should be active and passivelearning, and the passive means
it's just like you might bereading and I'm not actively
seeing you read, but you'relearning.
But bottom line is that screentime should be high quality
learning, meaning anytime ateacher is using the technology
in the classroom, it's for highquality learning opportunities.
They should not be getting onthere just to play games and do
(12:48):
free time.
Anytime a student's using thetechnology, it really should be.
Once again, we talk about thosestudent outcomes, but it should
be high quality learningopportunities, whether it's
active, like they're physicallyspeaking talking or passive
learning, like they're readingand maybe just consuming the
information.
So what we can say?
Yeah, this many average minuteseach day.
I just always hate going tospecific minutes because that's
(13:13):
so relative right.
Depending on the context andeven the lesson, the time might
be longer or shorter.
We always want teachers andparents to look at those screen
time recommendations.
Think about what are studentslearning.
Is it high quality learningopportunities?
Is it active, passive learning?
That's how you can startdetermining.
Is it a good quantity of timeversus not?
(13:33):
Yeah, so check out those.
There's our plug.
Check out Family Connectionsscreen time document.
You know that's there's ourplug Check out Family.
Connections Screen timedocument.
Speaker 2 (13:39):
You know, that's a really good point.
I mean, we're probably all onour phones double that a day,
right?
Not to mention if you go homeand you're relaxing and so
you're watching something oryou're scrolling through
Instagram or what have you.
So it's very cool to hear howinteractive technology is in our
(13:59):
classrooms.
Katie, you brought up a goodpoint about being able to go
back and check how much yourstudents are understanding a
topic.
Technology has really become agreat tool for teachers as well.
When it comes to those gradesor getting to.
Okay, how many steps did thisstudent take to solve this math
(14:20):
problem?
Okay, it looks like we need togo back and revisit that.
How else are our teachersutilizing technology?
Speaker 4 (14:50):
to maybe streamline their behind-the-scenes work so
that they can spend more timedeveloping other materials that
can be used in the classroom orworking with students.
So that would be one way thatit's helped to streamline
teaching for teachers streamlineteaching for our teachers.
Speaker 3 (15:10):
Well, and I've seen teachers utilize like a program
like Nearpod, where students canhave more self-directed
learning.
Like our elementary schools,they'll do small group
instruction.
So what that means is theteacher might be working with
maybe three or four students onspecific skills or concepts, and
then what do you do with therest of the class?
Right, and I don't want therest of the class just to be on
a computer or an iPad doingwhatever.
So I can do something like aNearpod presentation where
(15:31):
they're going through specifictopics.
Maybe they're reviewingsomething I'm about to meet them
with or talk to them about,maybe I'm front-loading them
with information that I wantthem to be prepared with.
Or there's other programs thatwe utilize that can be more
personalized in nature forstudents, where they can go
through, maybe answer somequestions, answer some prompts
(15:51):
and, based on how they do, it'sadaptive, right, so it kind of
goes towards what they need.
So what I'm getting at is,while those kids are
independently working, doingsome more self-directed,
personalized learning, theteacher's then working
one-on-one or in small groupswith students on specific skills
, and the other kids aren't justdoing nothing, they're actually
(16:13):
still learning and stillpracticing and still revisiting
learning and then when thegroups switch, I'm now working
with a group that was workingmore independently.
So there's a power to technologyand I'm a huge believer in if
you're going to use a programthat kids are going on to learn
something, and there's data anddata you can look at.
The teacher better be lookingat that, because I don't want it
to be a babysitter.
But if a student is goingthrough a program, like maybe
(16:34):
it's working on reading skills,if I can go look at that data,
that can help me know as ateacher wow, this student's
getting A, b and C, but D iswhere they really need some
extra help.
So when I meet with that kidone-on-one, that's what I'm
going to do.
So, once again, that's thepower with this technology
that's out there that we canbring into the classroom.
So, as a teacher, when you have30 kids with different learning
(16:56):
levels, different needs, it canhelp me differentiate.
It can help me try topersonalize some learning and
then allow me to work one-on-onewith the students who need that
that's very cool.
Speaker 2 (17:10):
So what advice would you have for parents or
guardians when their kids arecoming home outside of the
classroom?
We want them to still continueto practice good digital
citizenship, but also continueto learn and grow with
technology.
What's a final word of advicethat you would have for our
Canyons communities?
Speaker 4 (17:26):
I would say the first step that I recommend to all
families is just setting clearexpectations for tech use in
your family.
Talk about how you want it touse.
Where should you be usingtechnology?
When is it appropriate to useit, when is it not appropriate
to use it, such as the dinnertable or in the evenings?
We know sleep is reallyimportant for kids and their
(17:48):
development.
So, as parents, I'm going to setthose expectations and include
kids in the process, so you canhave a conversation about how
you want technology to be usedin your family and then don't
make it a one and done.
This tech is always changingand it needs revisited.
(18:09):
So come back to that Talk as afamily model when you can just
like what Camille was talkingabout for teachers modeling in
the classroom.
I think it's so powerful whenkids can see how we are using
technology as adults as well.
Speaker 2 (18:23):
Absolutely.
Speaker 3 (18:24):
And to add to Katie's saying, number one be aware.
Be aware when your students areusing devices.
You can set up expectations,but I mean, when I was a teacher
, I remember I had a mom ask melike what would you recommend?
I bought my student a computer,what should I know?
And I'm like, well, have it ina public place, be aware of what
she's visiting, know where yourstudent's going and I do know
(18:45):
there are programs out therethat if you have personal
devices you can add so you havemore control over the filters,
you can have control over wherethey're visiting.
But it's one just being awareand not just ignoring the fact
that your kid's on a device.
It's asking questions.
Like Katie said, I think it's ahuge thing to model what you
want students to do, becausestudents will and kids will
(19:07):
emulate what their parents andteachers are doing.
But then also ask questions toyour schools, because I know
we're in a situation sometimeswhere devices or homework comes
home and kids have to go online.
Don't be afraid to ask yourteachers what's the expectation
for technology use, what do youexpect?
If there are any concerns thatcome up on your end, don't be
afraid to ask the teacher, yourschool administrator because
(19:28):
we're partners in this.
One thing I love abouteducators almost to a fault,
where the educators just lovestudents so much.
They want kids to be safe, theydon't want to put them in any
situations that would not beokay, and so we're a partner in
this.
So don't be afraid to askquestions, don't be afraid to
bring up concerns.
If you see them, it's almostlike be vocal.
Don't ignore being aware,modeling and just being a part
(19:52):
of the conversation.
Speaker 2 (19:53):
Yeah, absolutely, and that's a great point too about
just reaching out to the teacher.
I've heard so many of all thepodcasts that we've done.
I think that's one of thebiggest messages is feel free to
reach out to the school, reachout to your child's teacher and
open that dialogue if youhaven't already, and teachers
are more than happy to chat withyou and make sure your kiddo's
on the right path, exactly Well,thank you both for joining us.
(20:15):
I have learned a lot.
I feel like the key point hereis you know, technology is a
tool and as long as you're usingit correctly, then it can
enhance the learning of ourstudents.
So thank you for sharing withus today.
Speaker 3 (20:28):
Thanks for having us.
Speaker 2 (20:30):
And thank you for listening.
If there's a topic you'd liketo hear discussed on the podcast
, send us an email tocommunications at
canyonsdistrictorg.
Speaker 1 (20:42):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
Welcome to Connect Canyons, a podcast sponsored by
Canyons School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us.
Speaker 2 (00:28):
The pencil was invented in 1795, the chalkboard
in 1801, and the ballpoint penin 1888, which means we've been
using these tools in educationfor hundreds of years.
Now we're sprinting into a newera, introducing new tools such
as Chromebooks, artificialintelligence and virtual reality
.
Welcome to Connect Canyons.
(00:48):
I'm your host, frances Cook.
Today we're going to chat aboutdigital citizenship.
We're going to explain whatthat means, and technology in
the classroom.
I'm joined by Katie Gephardtand Camille Cole, canyons
Digital Teaching and LearningSpecialists.
Thank you both for being heretoday.
Speaker 3 (01:04):
Thanks for having us.
Speaker 2 (01:06):
I'd like to start with digital citizenship.
Katie, can you tell us?
What does that mean?
Speaker 4 (01:12):
Digital citizenship is really just using technology
and our resources that we havetoday for good.
So in Canyons we organize itaround five different competency
areas.
We want students to beinclusive.
We want students to be engaged.
We want students to be engagedand use technology for good, so
that could be using technologyto solve problems or be creative
(01:33):
.
And we want students to bebalanced.
We find that many times todaythat is one that they struggle
with, where they are strugglingwith balancing their time online
and offline and prioritizingactivities.
So it's not always about howmany minutes they are spending
on a device, it's also how arethey choosing to use that time.
(01:54):
Is it using their device toserve their goals and improve
their learning or be creative,or is it just consuming
information?
One last one no, keep going Tobe alert, and that is to make
sure that they are keepingsafety in mind and not sharing
(02:14):
personal information, thingslike that.
Speaker 3 (02:16):
Well, and to add to what she's talking about, when I
think about digital citizenship, I think about that word
citizen citizenship.
So think about how you are as ahuman in this physical world,
like, how do you conductyourself when you're out in
public, when you interact withpeople in person, when I shake
someone's hand, when I'm talkingto them.
We have this digital spacewhere so much is happening
online via social media.
(02:37):
Think about how much you do inthis digital world.
It's how do you conductyourself in that space.
And right now we're in a worldwhere we're seeing the physical
and the digital world start tokind of collide and overlap, and
so, with these skills and thesecompetencies that Katie was
just talking about, those arereally good things to keep in
mind, not just for the physicalworld, but when you're dealing
(02:59):
with people in this digitalspace.
How do you conduct yourself?
How do you relay information?
How do you relay information?
How do you share information?
How do you consume it?
So it's how to be a good personin the physical world, but also
now in this digital space.
Speaker 2 (03:13):
That's a really great way of looking at it.
You're still you and you'restill representative of yourself
, your community, your school,your family.
So how are we implementingthese ideas in the classroom?
How are we teaching ourstudents to be good digital
citizens?
Speaker 4 (03:29):
Great question.
So in our elementary, middleand high schools, students
receive digital citizenshiplessons every year.
We have a commitment that theywill receive at least three.
However, most schools have morethan that almost monthly
lessons around digitalcitizenship that cover those
five competencies that I wastalking about.
(03:51):
In elementary and middle school, that's through our Thrive Time
curriculum, where every unithas a digital citizenship
component.
And then in our high schools,they are usually taught in some
type of an advisory or an appperiod, depending, or during our
digital citizenship week,depending on the school.
Speaker 3 (04:10):
And I know as digital teaching and learning
specialists, something that wecontinue to advocate for and
push when we're doing theselessons is like how can you
teach digital citizenship withincontext?
So it's not like let's learnabout math right now and then
we'll then talk about digitalcitizenship and practice those
skills.
It's anytime our students areusing technology.
If you're writing a paper,let's talk about plagiarism and
(04:31):
how you appropriately citepeople's other work.
You don't want to take creditfor someone else's work.
So I think the power of digitalcitizenship and I'm hoping we
can move to more of that is oneteaching it within context and
even asking our teachers, ouradults in the building, who are
using technology, to model thatbehavior, because a lot of
students will emulate and copy.
(04:53):
I mean, that's what emulatemeans right, but they'll copy
what they're seeing, and so ifthey're seeing a parent online
or a teacher online and maybenot practicing some of these
competencies, they're going tothink it's not a big deal.
So I really do think it'steaching, being explicit with
your teaching.
But then what can we do tomodel and then really teach
these things within context whenthey apply?
Speaker 2 (05:13):
I know as a learner myself, I am very hands-on.
I want to see how it works, notjust hear.
Here's what a good digitalcitizen is.
So that's very cool to hearthat we're implementing it into
their daily learning.
Let's take that a step farther.
So, like you said, camille,technology in the classroom is
becoming integral.
(05:33):
I mean it's as we're usingtechnology as much as we're
using pencils, right, that cansometimes make maybe some of us
older generation worry a littlebit, where we're not as used to
that idea of technology being aneveryday device and an everyday
tool.
We don't want our kids rottingtheir brains, so how are we
using technology in theclassroom?
For example, what are ourstudents doing on their
(05:55):
Chromebooks?
Speaker 3 (05:56):
So very good question because I even think about to
my experience growing up.
Speaker 1 (06:01):
I don't want to age myself, but I know I'm not that
old Right, but I just know whenI was, and I'm a product of
Canyon School District.
Speaker 3 (06:08):
I went to the, I went to Altaview, went to Jordan, I
went to Eastmont and so when Iwas going through school,
technology was kind of justgetting started.
We were starting to do reportson the computer, we were
starting to investigate thingsonline.
But where we are now, so muchof education it's digital, like
a lot of the textbooks ourteachers get.
The curriculums are very theyhave digital components.
(06:29):
And even though there's digitalcomponents, it doesn't mean the
expectation now is everythingis done digitally, because
that's not the best way to learn.
And so when we're working withteachers and even thinking about
, okay, we have all theseprograms, whether it's like in
our elementary school, wonder,savas, that's our ELA and our
math programs Something we referto and we kind of use as our
(06:50):
anchor is the TPAC framework.
It's a framework in thinkingabout effective technology
integration and it starts withcontent.
So when we work with teachersor even are teaching about
technology integration, we firsttell teachers the first
expectation is knowing whatyou're teaching.
They should always go back tothe core standards that are
expected for each grade level,those specific skills.
(07:10):
We tell them to reference theCSD instructional guides,
because our instructionalsupports department has done a
great job of helping out,identify the scope and sequence
for what should be taught andwhen.
And so, once they know whatthey're going to teach, the next
step is know how your studentslearn and how you're going to
teach it.
What are the effective teachingstrategies that are going to
support whatever it is you'veidentified that needs to be
(07:32):
learned, and then you can thinkabout the technology.
So, when you know what you'regoing to teach, how your
students learn and how you'regoing to teach it, does
technology bring value to thatspecific activity, that specific
goal, outcome?
Does it engage students in thelearning?
Does it extend their thinking?
Does it enhance the learningexperience?
Because we are very strongproponents of you shouldn't just
(07:53):
be using technology to use it.
It really should be used tosupport the students' learning
and their outcome.
And so I always led that.
With COVID, we went from thiseverything had to be online, and
so once we were coming backfrom COVID and trying to get
back into the swing of whatregular classrooms were going to
look like, I remember peopleasking me OK, camille, what is
(08:13):
the expectation for tech use?
And I answered it just like Itold you like know what you're
teaching, how?
Okay, camille, what is theexpectation for tech use?
And I answered it just like Itold you, like, know what you're
teaching, how are you going toteach it?
And then, if there's technologyyou want to use, I need you to
think about how is that going tosupport the student learning?
Because, number one, and evenin any training I ever do with
teachers when I'm talking aboutnew technologies or programs
that are out there, I alwaystell them your end goal should
(08:34):
be those students and is thattechnology going to support the
learning and, ultimately, thoseoutcomes?
Like, we should always thinkabout how it's going to support
student learning.
And if you can't answer that,it's okay not to use technology.
And I love that you startedthis podcast with the pencil,
the chalkboard, because if youwant to get super philosophical,
those are technologies, right,and sometimes there is a power,
(08:56):
especially when you're trying toreinforce specific skills.
There's a power to havingstudents use a pencil and paper.
There's a power rather thanhaving students get online and
converse with one another,having them actually sit in
front of each other and talk.
And so there are times whentechnology can be great and then
there's also times whentechnology should not be used at
all.
Speaker 2 (09:16):
Yeah, and then there's also times when
technology should not be used atall.
Yeah, I would imagine a lot ofparents after COVID where
everything was on the computer.
I can imagine where they mightsee a classroom nowadays and
assume that that's what'shappening.
But it's really not.
You step into our classroomsand you see our teachers
engaging with students, evenwhen they are using a Chromebook
(09:37):
or a device or something.
But it's really great to hearthat they're using it as a tool.
We're using these devices astools.
How often would you say theyare being implemented in the
classroom?
We know it's not the entiretyof the class time right.
Speaker 3 (09:55):
I know we've done classroom observations and when
we calculated the data, I wouldsay in our elementary schools on
average, and keep in mind,average about 39 minutes of the
school day, Because I think whatwe don't, or an easy
misconception, could be the kidson the Chromebook or an iPad
from start to finish of theschool day and it's really not
(10:17):
the things that students,especially in elementary school.
They go from ELA to math toscience.
Their day is constantlychanging and they may be going
in and out of technologies, soit's not an eight-hour span of
the day.
Technically, on average, Ithink it's been reported and
we've calculated about 39minutes.
Speaker 4 (10:37):
On average On average .
So with that that 39 minutesalso includes any time that
they're logged into theChromebook.
So, for instance, I've seen alesson where a teacher is doing
a Nearpod lesson and it allowsto do quick checks.
So maybe the teacher is talkingabout a few slides with the
students and then they'll askthem to look at a question
(10:57):
that's on the Nearpod.
They'll prompt students to havea conversation with the person
that's sitting next to them andtalk about it together, reflect
together and then use thatshared understanding to answer a
question on the Nearpod.
So, even though their computerwas probably open that whole
time and it's counting minutes,just because they're completing
(11:18):
a Nearpod doesn't mean thatthey're not interacting with
their classmates.
Yeah, so one thing I liked iswhen I was in the classroom and
teaching with lessons is that Icould look at that data and see
an understanding for that quickcheck for understanding really
quickly for my entire class,really quickly for my entire
(11:39):
class.
And then I could be like, oh, Ineed to pause and go back
because we're not understandingthis quite as well as I thought,
or I'm okay to move forward.
Speaker 3 (11:44):
Well, and something Katie did a bulk of the work,
but our team, I know we puttogether screen time
recommendations, not just forfamilies, but that coincides
with the screen time werecommend in our classrooms as
well.
And this is going to date mebecause when I was going through
school it was the food pyramid.
Speaker 1 (11:58):
You know, that's what I remember Apparently.
It's my plate now.
So if you guys don't know whatthat is, go check it out.
Speaker 3 (12:03):
But we've attributed a screen time to like my plate,
so it should be healthy portions, because I know you hear
research about.
It should be this many minutesof screen time, which is
technically outdated research,because it's going more towards
like passive consumption versusactive, high quality.
And so, and if you want, it'son our family connection site
with Canyon School District andyou can see this where our
(12:25):
recommendation is if you'regoing to have screen time, it
should.
You should.
It should be active and passivelearning, and the passive means
it's just like you might bereading and I'm not actively
seeing you read, but you'relearning.
But bottom line is that screentime should be high quality
learning, meaning anytime ateacher is using the technology
in the classroom, it's for highquality learning opportunities.
They should not be getting onthere just to play games and do
(12:48):
free time.
Anytime a student's using thetechnology, it really should be.
Once again, we talk about thosestudent outcomes, but it should
be high quality learningopportunities, whether it's
active, like they're physicallyspeaking talking or passive
learning, like they're readingand maybe just consuming the
information.
So what we can say?
Yeah, this many average minuteseach day.
I just always hate going tospecific minutes because that's
(13:13):
so relative right.
Depending on the context andeven the lesson, the time might
be longer or shorter.
We always want teachers andparents to look at those screen
time recommendations.
Think about what are studentslearning.
Is it high quality learningopportunities?
Is it active, passive learning?
That's how you can startdetermining.
Is it a good quantity of timeversus not?
(13:33):
Yeah, so check out those.
There's our plug.
Check out Family Connectionsscreen time document.
You know that's there's ourplug Check out Family.
Connections Screen timedocument.
Speaker 2 (13:39):
You know, that's a really good point.
I mean, we're probably all onour phones double that a day,
right?
Not to mention if you go homeand you're relaxing and so
you're watching something oryou're scrolling through
Instagram or what have you.
So it's very cool to hear howinteractive technology is in our
(13:59):
classrooms.
Katie, you brought up a goodpoint about being able to go
back and check how much yourstudents are understanding a
topic.
Technology has really become agreat tool for teachers as well.
When it comes to those gradesor getting to.
Okay, how many steps did thisstudent take to solve this math
(14:20):
problem?
Okay, it looks like we need togo back and revisit that.
How else are our teachersutilizing technology?
Speaker 4 (14:50):
to maybe streamline their behind-the-scenes work so
that they can spend more timedeveloping other materials that
can be used in the classroom orworking with students.
So that would be one way thatit's helped to streamline
teaching for teachers streamlineteaching for our teachers.
Speaker 3 (15:10):
Well, and I've seen teachers utilize like a program
like Nearpod, where students canhave more self-directed
learning.
Like our elementary schools,they'll do small group
instruction.
So what that means is theteacher might be working with
maybe three or four students onspecific skills or concepts, and
then what do you do with therest of the class?
Right, and I don't want therest of the class just to be on
a computer or an iPad doingwhatever.
So I can do something like aNearpod presentation where
(15:31):
they're going through specifictopics.
Maybe they're reviewingsomething I'm about to meet them
with or talk to them about,maybe I'm front-loading them
with information that I wantthem to be prepared with.
Or there's other programs thatwe utilize that can be more
personalized in nature forstudents, where they can go
through, maybe answer somequestions, answer some prompts
(15:51):
and, based on how they do, it'sadaptive, right, so it kind of
goes towards what they need.
So what I'm getting at is,while those kids are
independently working, doingsome more self-directed,
personalized learning, theteacher's then working
one-on-one or in small groupswith students on specific skills
, and the other kids aren't justdoing nothing, they're actually
(16:13):
still learning and stillpracticing and still revisiting
learning and then when thegroups switch, I'm now working
with a group that was workingmore independently.
So there's a power to technologyand I'm a huge believer in if
you're going to use a programthat kids are going on to learn
something, and there's data anddata you can look at.
The teacher better be lookingat that, because I don't want it
to be a babysitter.
But if a student is goingthrough a program, like maybe
(16:34):
it's working on reading skills,if I can go look at that data,
that can help me know as ateacher wow, this student's
getting A, b and C, but D iswhere they really need some
extra help.
So when I meet with that kidone-on-one, that's what I'm
going to do.
So, once again, that's thepower with this technology
that's out there that we canbring into the classroom.
So, as a teacher, when you have30 kids with different learning
(16:56):
levels, different needs, it canhelp me differentiate.
It can help me try topersonalize some learning and
then allow me to work one-on-onewith the students who need that
that's very cool.
Speaker 2 (17:10):
So what advice would you have for parents or
guardians when their kids arecoming home outside of the
classroom?
We want them to still continueto practice good digital
citizenship, but also continueto learn and grow with
technology.
What's a final word of advicethat you would have for our
Canyons communities?
Speaker 4 (17:26):
I would say the first step that I recommend to all
families is just setting clearexpectations for tech use in
your family.
Talk about how you want it touse.
Where should you be usingtechnology?
When is it appropriate to useit, when is it not appropriate
to use it, such as the dinnertable or in the evenings?
We know sleep is reallyimportant for kids and their
(17:48):
development.
So, as parents, I'm going to setthose expectations and include
kids in the process, so you canhave a conversation about how
you want technology to be usedin your family and then don't
make it a one and done.
This tech is always changingand it needs revisited.
(18:09):
So come back to that Talk as afamily model when you can just
like what Camille was talkingabout for teachers modeling in
the classroom.
I think it's so powerful whenkids can see how we are using
technology as adults as well.
Speaker 2 (18:23):
Absolutely.
Speaker 3 (18:24):
And to add to Katie's saying, number one be aware.
Be aware when your students areusing devices.
You can set up expectations,but I mean, when I was a teacher
, I remember I had a mom ask melike what would you recommend?
I bought my student a computer,what should I know?
And I'm like, well, have it ina public place, be aware of what
she's visiting, know where yourstudent's going and I do know
(18:45):
there are programs out therethat if you have personal
devices you can add so you havemore control over the filters,
you can have control over wherethey're visiting.
But it's one just being awareand not just ignoring the fact
that your kid's on a device.
It's asking questions.
Like Katie said, I think it's ahuge thing to model what you
want students to do, becausestudents will and kids will
(19:07):
emulate what their parents andteachers are doing.
But then also ask questions toyour schools, because I know
we're in a situation sometimeswhere devices or homework comes
home and kids have to go online.
Don't be afraid to ask yourteachers what's the expectation
for technology use, what do youexpect?
If there are any concerns thatcome up on your end, don't be
afraid to ask the teacher, yourschool administrator because
(19:28):
we're partners in this.
One thing I love abouteducators almost to a fault,
where the educators just lovestudents so much.
They want kids to be safe, theydon't want to put them in any
situations that would not beokay, and so we're a partner in
this.
So don't be afraid to askquestions, don't be afraid to
bring up concerns.
If you see them, it's almostlike be vocal.
Don't ignore being aware,modeling and just being a part
(19:52):
of the conversation.
Speaker 2 (19:53):
Yeah, absolutely, and that's a great point too about
just reaching out to the teacher.
I've heard so many of all thepodcasts that we've done.
I think that's one of thebiggest messages is feel free to
reach out to the school, reachout to your child's teacher and
open that dialogue if youhaven't already, and teachers
are more than happy to chat withyou and make sure your kiddo's
on the right path, exactly Well,thank you both for joining us.
(20:15):
I have learned a lot.
I feel like the key point hereis you know, technology is a
tool and as long as you're usingit correctly, then it can
enhance the learning of ourstudents.
So thank you for sharing withus today.
Speaker 3 (20:28):
Thanks for having us.
Speaker 2 (20:30):
And thank you for listening.
If there's a topic you'd liketo hear discussed on the podcast
, send us an email tocommunications at
canyonsdistrictorg.
Speaker 1 (20:42):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
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