EME 2040

 To be honest, I have not enjoyed using Diigo. It may be a user error, but I found it difficult to use. I kept getting confused about what I was doing, and even while creating my account I was having issues with the website. I also do not like the way it looks, it feels dated, and it is in desperate need of a facelift. I hope that with time I come to enjoy using this platform more but so far it is my least favorite platform I have tried for this class.  Creating my blog for this class has been my first experience with blogging. I do not dislike blogging, but I think I struggle with being genuine in my postings. I feel like in some of my posts I am very robotic because I am trying to sound intelligent, and I am trying to come away from that and just be genuine. So far I have learned that blogging is different for everyone, each of my classmates have something different and unique about their blogs. I find that interesting and I hope that as I blog more I become more comfortable in creat

  In my early experiences using Twitter for my Personal Learning Network, I have been interacting with educators, industry professionals, and thought leaders in my field. Through engaging in conversations, participating in Twitter chats, and following relevant hashtags, I have been able to stay updated on the latest trends, research, and best practices in education. This interaction has been beneficial as it has allowed me to expand my knowledge, gain new perspectives, and connect with like-minded individuals who share my passion for learning and growth. Additionally, Instagram can be a valuable platform for visually showcasing my work, projects, and achievements to a wider audience, potentially attracting new opportunities and collaborations. The digital divide refers to the gap between individuals who have access to and proficiency in using digital technologies and those who do not. This disparity significantly impacts student success in schools by limiting access to online resources

  The ELA technology standards provide guidelines for integrating technology into English Language Arts instruction. For example, at the 6th grade level, one of the standards is to "use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently." This means that students should be able to utilize various digital tools and platforms to create written content and effectively communicate their thoughts and arguments. I feel as though I am comfortable with implementing this because I am very comfortable with writing and research. With that being said, I still have more to learn about teaching this subject effectively.  The CPALMS Educator Toolkit is a valuable resource for teachers, offering a wide range of tools and resources to support instruction. By accessing the toolkit through the CPALMS website and selecting a grade level and subject area, educators can find a plethora of resources

As a teacher, understanding copyright and fair use is crucial when developing instructional materials and guiding students in creating their own works. Copyright refers to the legal protection of original works, granting exclusive rights to the creator. Fair use, on the other hand, allows limited use of copyrighted material without permission for purposes such as education, criticism, or commentary. To ensure compliance with copyright laws, I would strive to use materials that are either in the public domain, licensed under Creative Commons, or fall within the fair use guidelines. When creating instructional materials, I would provide proper citations and attribute sources to respect the rights of content creators. When guiding students in creating their own works, I would emphasize the importance of originality and respecting the intellectual property of others. I would encourage them to use proper citations and seek permission when necessary. Throughout my teaching journey, I have le