My Journey Through CoETaIL

Course 3 Reflection

About two years ago I took some online tech related courses at the University of Wisconsin. Florida DOE requires teachers to take 6 credit hours every 5 years in order to keep a current teaching certification. I’m sure most states do something similar. Since online course work has become the norm for many universities, I have bounce around to a few different universities and taken courses in a few different fields, mostly related to education. Never because I was worried about my teaching certification. Always because I want to learn something new. One of the courses I took at UW was titled “Visual Literacy and Digital Citizenship.” It was very similar to this course, but about two years old. Much of what we discussed in the class was similar to Course 3, but dated. Reflecting back on the UW course and this one I realize how amazingly fast tools are changing, but how similar everything else has stayed.

by zzpza Some rights reserved

For example, infographics have been around forever; they just weren’t called infographics. I remember the first time I heard the term was last year when my coworker Josee (fellow Coetailer) asked me if I new what one was. I had to say no, until she showed me one. Then I realized that a map, or a graph, or even a street sign is a form of infographic. Who new?

In the UW course we also discussed the rule of 3rds and the golden ratio. We viewed various media from yearbooks and magazines to websites and film. One thing that I have realized from this course is that the tools to created visually appealing media have developed to the point that creating visually appealing media is much easier than it used to be. Digital cameras have the rule of 3rd right on the view screen. Photo editing software allows us to manipulate photos to the point they barely resemble the original photo if we so desire. We can create, recreate, transform, and manipulate digital media endlessly. I love the film making process, but I don’t think I would have the patience to be a film maker if the process still involved slicing and splicing reel to reel film in a lab. Man I love technology!

So, even though much of this course felt like a bit of a review of my UW courses, I still explored a lot of fun new tools and learned some fancy new lingo like “pecha kucha” and “zenfographic.” More than anything I think I learned the power of a well developed presentation, and I have been reminded that as a teacher I am presenting everyday. A boring or slow presentation dulls the brain and kills the learning process. As an educator I must be prepared to present materials to my students in an innovation, fun and exciting way every day, every lesson, every time. No excuses!

Tags: CoETaIL, Course3, infographic, reflection, saigon south international school, SSIS, tools, University of Wisconsin

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May 10

Course 3 Final Project

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This project was rushed. I had less than a week to come up with a plan and get it done. One thing I’ve realized during this course is that it is much more fun and rewarding if I include my students in my projects. My SSIS project was by far my favorite digital story of this course and probably my favorite project since starting Coetail. Involving the students just makes sense. If I can do it, most likely they can too, or at least help out in some way. The sole purpose of me taking Coetail is to become a better teacher. If I’m not transferring what I’m doing in Coetail into my classroom, I’m not really accomplishing my goals. So why waste time creating a digital story that does not include my students.

We are currently writing memoirs in class. The 5th graders are coming to the end of their elementary years and getting ready to become middle schoolers. Ending the year with memoirs and reflections on life as elementary students is a great way to conclude writers workshop. I have 18 students, so the pecha kucha format seemed to fit well. Each student could contribute an illustration and a 20 second narrated memoir. We would also add introduction and concluding slides. Students scanned their images and recorded their narrations with Audicity. I threw everything into MovieMaker added a sound track and we were done.

The students used this rubric to develop their ideas and self assess the final project. Overall I believe it was a successful project for my students and myself.

Tags: 5th Grade, CoETaIL, collaboration, Course3, creative commons, digital story telling, final project, memoir, pecha kucha, SSIS, video project

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May 09

I’m Not Really Into Chit-Chat

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Created by Nijne at Geek Technique Blog. Some rights reserved.

Now if your speaking Japanese to me, I could change my mind. In Japanese the term “pecha kucha” roughly translated to English means “chit-chat,” but in the tech world it is a 20 slide presentation where each slide last 20 seconds. Read all the details here, but that’s the gist of it. Twenty slides, 20 seconds. Six minutes and 40 seconds of something. I try to keep my reading and writing workshop mini-lessons to about 10 minutes, maybe I should become more of a chit-chatter!?

Quite honestly I think 20 seconds is a long time to look at one slide. But I think that’s kind of the point. If you are creating a visual story, you need to have great visuals. And you better have something interesting to say. We watched a couple pecha kucha in Coetail class that explained what a pecha kucha was. Six minutes and 40 seconds was a bit of a stretch to learn something that could be summed up in one sentence. So I came to the realization that the topic was the key in order to make an informative and fun pecha kucha.

My coworker and partner for this project was Rachel. Who, including myself, happens to be two-thirds of the 5th grade team at SSIS. We came up with a rough idea right away, but it took us some time to get the ball rolling. Since the end of the year is right around the corner, we thought a “summer survival guide” for our students was a great idea. We would come up with 20 things our students could do over the summer that would keep them active both physically and mentally. Once we started to lay it out, we realized that 15 activities and five title slides made more sense.

We started with a Google Presentation, but soon realized that 20 seconds per slide was not an option. In the publish mode it jumped from 15 seconds per slide to 30 seconds per slide. Maybe there is a work around, but I was not impressed and was ready to try something better. So, we saved each slide as a JPG file, imported them into MovieMaker and set the duration of each to 20 seconds. Then we decided that it would be more enjoyable for the viewer if we narrated the “presentation” in MovieMaker rather than video ourselves standing in front of a projected image of the slides talking. The visual quality of the projected images recorded with a video camera would not even be close to the quality of the JPGs exported and uploaded directly to a video hosting site. And if we used a quality microphone the sound would also be superior to an average video camera. For some reason the “narrate” option on MovieMaker was not working (I don’t use MovieMaker much), so we recorded the audio on Audicity, exported as MP3s, and imported to our MovieMaker project. Since both the slides and audio files were 20 seconds, it all fit together easily. Export, upload to Youtube, done!

Overall this was a fun project. I’m only disappointed that I have to wait a few more weeks to share it with my students!

Tags: 5th Grade, CoETaIL, collaborate, collaboration, Course3, digital story telling, pecha kucha, reflection, saigon south international school, SSIS

May 04

Zenfographics

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Welcome to SullivanLand!

We just finished a comparative government unit which focused on communism, socialism, monarchy, dictatorship and federal republics. The unit started out with a focus on United States government using democracy as model to help students answer the essential questions “What is a government?” and “What is the purpose of government?” From here we introduced the other forms of government listed above by modeling our classrooms around each form of government. Students rotated through four different teachers’ classrooms. Each class played the same math game, but the rules and structure of each class was based on a different form of government. I was a dictator.

That evening I assigned this blog post for homework using the slide show I created for Coetails. The students loved it and it allowed for great follow up conversations going back to the previous day’s lessons. It all fit together very nicely! I really love it when a plan comes together.

Tags: 5th Grade, CoETaIL, comparative government, Course3, grade 5, saigon south international school, social studies, SSIS

Apr 24

Infographics!

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These things are pretty cool! However, they are not new. The word “infographic” is consistently underlined in red as not being recognized as an actual word in both WordPress and MSWord. So, it is a fairly new term for a very old concept. I guess technology has allow IT graphic designers and statisticians to blend their worlds into a visually pleasing box of easier to understand data. But that’s what graphs are, visual representations of stats that let us see data more easily. However, isn’t the Shanghai Metro Map an infographic? And it doesn’t represent data, it’s a “not to scale” map that approximates directions.

During the first class of COETAIL Course 3 we watched the TED Talk by David McCandless “The beauty of data visualization.” From this TED Talk I got the impression that an ‘infographic” was a data representation. However, the more infographics I see, the more I realize that this is not actually the case.

The Pioneer Plaque has to be the most important infographic for human kind, if it is ever seen again by another living being not actually on the plant earth.

Graphic design has a steep learning curve! Knowing what makes a visual “look nice” and understanding CRAP in the design process is the easy part. Learning how to use programs like Photoshop, Publisher, or InDesign to their full capabilities when designing an infographic is tough! These are powerful programs that require lots of time and practice to master. I believe a basic understanding of graphic design is necessary, but mastery is not, and creating infographics from scratch is not essential to being a tech savvy educator.

I had a really hard time with this COETAIL project. We were asked to create a infographic that could be used in the classroom. I found many infographics that I could use in the classroom. A Google image search for “infographic ecosystem” yielded nearly 100,000 results. Many of them excellent. Lots that could easily be incorporated and tied to the unit’s essential questions. Nearly all of them much better that I could create myself in a reasonable amount of time. Why spend the time creating a new infographic when there is a wealth of resources already out there, and most conform to CRAP really well. I really think COETAIL should reconsider this project. Personally, my time would have been much better spent collecting infographics that could be incorporated into existing units of study and weaving them into lessons and learning opportunities; instead of trying to figure out how to create one that has not already been created and then spending the time to actually create it.

But, create is what I did. And I learned in the process. So my time was not wasted, just not maximized to it’s fullest potential. I experimented with a few different methods to create some different infographics.

First I tried a simple Wordle. My 5th grade class is currently studying comparative government. We begin the unit studying democracy to help students answer the essential questions “What is a government?” We discuss constitutions and constitutional governments, so I had the idea of creating a Wordle word cloud of the original US Constitution. With a big ESL population I thought this would be a good visual for students to test their own vocabulary as it pertains to the Constitution. Of course, this word cloud was not an original idea; actually there was a “US Constitution” word cloud featured on Wordle’s home page that was created over two years ago. However, I created my own with a few customizations that made it slightly different from the featured one.

Word Cloud of the Original US Constitution create with Wordle

Next I went to StatSilk and watched “How to create an Interactive Map in 5 minutes.” It took me much longer that 5 minutes, but I completed the process. I downloaded and installed StatPlanet and then went searching for some data. Since we just celebrated Earth Week last week, I thought I’d find some data to support some of the lessons we discussed during Earth Week. I ended up at the U.S. Energy Information Administration (EIA) website. After some digging I found downloadable data for a variety of information. I decided to focus on energy consumption. The process of creating the map was not difficult, however, it was really a waste of time, because the EIA site has already created interactive maps for all of the data. It actually seems as if they used StatSilk to do it. The map I created is nearly identical to the maps on the EIA website. Additionally, interactive maps of this same data (and more topical data than you could ever crunch) are available on Google Public Data Explorer. Therefore, creating “infographics” that are interactive maps of this data is not necessary, it’s already been done for you. The problem with creating my own map was the embedding process. This requires you to install a WordPress plugin and do some html coding. At this point I decided it was much easier to just add the link to the Google Public Data here: Energy Consumption by State from 1960 to 2009. These maps are really cool for someone who likes to visualize data and have the ability to quickly change an independent variable and instantly see the dependent variable change in graph form.

Finally, I decided to try and create one of the cartoonish type infographics that seem to have developed around the time I first started hearing the term “infographic.” I choose to created an infographic focusing on Men’s Health and using the U.S. Movember site as a source of information. This is not a graphic I will be using in my classroom, but I do believe it’s an important cause and it is information that all adult males should know and understand. Additionally, this is information that all wives, girlfriends, mothers and daughters should be aware of and hopefully encourage the men in their lives to have annual health exams. I used Piktochart to create this infographic. Piktochart was not a difficult program, but it was a bit “canned.” With the free version I was very limited in the customization options and size of the infographic. I tried to apply CRAP as much as possible. I wish I could have added more graphics to compliment the text, but the free version was limited. Overall, I am pleased with the results. If I had more of an interest in creating this style of infographic I would consider purchasing the Pro version of this product.

Tags: 5th Grade, CoETaIL, Course3, infographic, SSIS

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Apr 07

Course 2 (EDC 601) Final Project and Reflection

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I can’t believe this course is finished already! As I reflect, I’m amazed as how much I have learned in such a short period of time. Looking back through my post for this course and rereading my Coetail cohorts’ posts has really helped me further develop my personal philosophy of education, specifically in regards to digital ownership, digital footprints, and cyber-bullying.

I’ve realized that most elementary students are apt at using a variety of online applications and resources, but most are unaware of the footprints they leave and the ways in which they are targeted by marketers. Simply developing quick mini-lessons on browser and application settings has helped my students become aware of these concepts. Additionally, as a result of this course I have introduced my students to Creative Commons and the responsibility they have to always give proper credit when they are using others’ resources and digital creations, and to consider allowing their own creations to be open and free to the world for further creative inspiration by using Creative Commons licences of their own.

Bullying in general is an issue we address continually at Saigon South International School. The SSIS guidance department regularly comes into the classrooms to discuss the concepts of “Respect for All,” friendship, conflict resolution, and awareness of bullying. Issues of cyber-bullying have been minimal at the elementary level, but awareness of the possibility and connection between technology and bullying is necessary.

More that anything during this course I have realized that parental awareness and involvement in their children’s online lives is essential to keeping children safe, secure, and happy online. That’s why my coworker and Coetail partner Rachel and I decided to develop a presentation and some documents to raise parental awareness about their children’s online lives. We created a Google Presentation to be introduced at the beginning of the school year during “Back to School Night.” At SSIS it is common to have a 100% parent turn out rate during this event. To accompany this presentation we have created a Parent/Student Media Agreement and a Internet Safety Guide for Parents. In addition to introducing and discussing these issues at Back to School Night, we will create an Internet Safety Resource page on our classroom blogs embedding these resources and others. Overall, we believe that if we can educate parents and encourage them to be actively involved in their child’s internet life, together we can develop responsible and productive online consumers and contributors.

SSIS Grade 5 Parent/Student Media Guide

SSIS Grade 5 Parent/Student Media Agreement

Tags: 5th Grade, CoETaIL, Course2, cyber-bullying, final project, parent media guide, reflection

Mar 26

The Power of the Web

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When I think about education, knowledge, art and creativity, or simply communication and collaboration; I don’t think there is a more powerful resource than the internet. There were some amazing inventions during the 20th Century, but I would argue that the internet has had and will have a greater impact on the world than any other invention of the 20th Century. I still find it amazing the speed in which individuals can send information or communicate worldwide; and by individuals, I mean anyone with access to the internet. Not only certain people, not just a country’s government, not just the media; ANYONE! This is an amazingly powerful tool!

Here’s a How Stuff Works “World Internet User Map.”

If you like that map, follow this link to a country by country population percentage breakdown of internet users. Many countries still have less that 1% of the total population that uses the internet.

Therefore, my role as a educator has been completely transformed since I have embraced technology and the internet as tools of the trade. I can’t imagine going back to my early years as an educator. Actually, I can’t imagine life without a cell phone. But being an educator without the internet as a resource would make me feel lost. I have been teaching 5th grade at SSIS for 5 years now. Most of units I teach are the same from year to year. Of course we revise and update, but the essential questions, knowledge and skills, and overall length of the units are pretty much the same from year to year. However, because of the cornucopia of knowledge, applications, videos, and overall “stuff” that is available in a never ending cycle on the internet, I rarely use the same “stuff” again. Sure, some if it was great last year and is still great this year. That stuff I keep and reuse. But usually from year to year I find new stuff that is fresher, newer, or just better able to grab my students’ attention and inspire some creative or reflective thoughts and ideas. Technology and the internet allows me to more easily create, share, borrow and reshare ideas and resources as an educator.

On a similar path my students are doing the same things. Often I’ll be introduced to a new site, game, application, or online resource by one of my students. I believe most of my students spend more time online that I do, so it makes sense that they would find great resources for us to use in class. Additionally, Google Docs has changed the way I conduct Writers Workshop in my class. I wish we had a one to one program in the upper elementary grades at SSIS. We could be doing so much more! But we are good at sharing resources and have really developed our writing program to center around computer based writing. After the initial brainstorming and prewriting sessions, pretty much the rest of the writing process is completed using Google Docs. They share their writing with me and whoever else they wish. I love it because I can read and comment on their writing anytime I have internet access. They love it because most of them enjoy typing more that pen and paper writing, and they love to share, read and comment on each others’ writing. It really makes for a much more fluid and efficient writers workshop.

By katerha - Some Rights Reserved

Ho, Ho, Hyperlinks… What would the internet be without them? For the most part they are great; however, they can be distracting. I don’t how many times I’ve been researching on Wikipedia or How Stuff Works and been totally pulled off topic by the hyperlinks. Yeah, it’s my own fault, but sometime my personal curiosity prevails. On the other hand, I love it when my student hyperlink their sources when writing essays or articles. Does this eliminate the need for a works cited page? If they are hyperlinking photos, graphs, or other visuals back to their original source, does that eliminate the need for citing those graphics? Are high school teachers rethinking the way “term papers” are written and published?

Of all the reading during this course I think I enjoyed and learned the most from 20 Things I Learned by The Google Chrome Team. This was a thorough, informative, yet easy to read breakdown of the evolution of the internet. It’s not too technical, not too long, just a fun and easy read. I’ve never really had a conversation about how the internet works with my students. However, I think it’s a good idea. That’s actually a good topic for morning message one day. In small groups they can brainstorm the question, “How does the internet work?” I’ll have them organize their ideas and we can discuss it during morning meeting. What a fun topic and something they will really enjoy.

Tags: 5th Grade, CoETaIL, collaborate, collaboration, Course2, internet, web works

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Mar 19

Protecting Personal Information

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Protecting Personal Information Online on Prezi

I don’t think anyone would disagree that protecting one’s personal information online is just as important as locking your front door before leaving your house or making sure your passport and money are in a secure pocket before walking through an unfamiliar and crowded city. It’s human nature to protect those things that are important to us. Having your online identity stolen is just as, if not more, detrimental to you both professionally and financially than having your wallet, passport and credit cards stolen. If a criminal can pretend to be you online, there is no end to the chaos he/she can bring to your life.

Here’s a short presentation I created based on information gathered mostly from cyber(smart:) concerning online safety and education.

Tags: CoETaIL, Course2, digital footprint, online protection, presentation, privacy, SSIS

Mar 14

Take the Bully by the Horns!

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Some rights reserved by smee.bruce

The more I read and learn about cyber-bullying, the more fortunate I feel about working at Saigon South International School. I teach 5th grade and feel like I have some of the nicest and most respectful boys and girls that a teacher could have, and not only this school year. I have been teaching 5th grade at SSIS for 5 years now and every year seems to bring another groups of wonderful young people. Now that is not to say I have not experiences instances of bullying and inappropriate behavior, but for the most part our elementary students portray an aura of kindness and respect that makes me proud.

In my time at SSIS I am aware of two incidents similar to the situation that Chris Kenrick discusses in his article “School heads call parents in cyberbully case.” Both incidents involved the creation of a “I hate..” Facebook group that targeted a particular student. In both cases the school found out about these groups because of involved and diligent parents. These parents were actively involved in their children’s online life and regularly sat with their child while online. If it was not for these parents it is doubtful that we would have discovered these inappropriate groups. Therefore, in my opinion, one of the key components of stopping online bullying is educating parents about cyber-bullying.

In both of the incidents above the SSIS IT department contacted Facebook, and Facebook handled the situation quickly and professionally. All of the students involved were under 13, therefore legally were not allowed to have Facebook accounts anyway. All of the students accounts were cancelled by Facebook. SSIS contacted parents of the students involved and the students’ teachers, administration, and guidance department convened to have a discussion. It resulted in a good learning experience for all parties involved. Fortunately in one of the situations the targeted student never did see the inappropriate group page.

While parent involvement is key I believe the first line of defense against any type of bullying is student awareness of bullying and student empowerment to stand up against bullying. I was surprised while reading Dana Boyd’s article “Bullying Has Little Resonance with Teenagers.” Boyd states that the term “bullying” is misunderstood by many young people. High school students will use terms such as ”starting drama” or “getting into fights” or “getting into my business” or “being mean” in place of “bullying.” In this way these students are justifying the act of bullying as normal social interactions. This is a scary realization and one that must be confronted head on.

In my class we start each day with a “morning meeting.” We sit in a circle on the carpet and just talk for a while. Part of the conversation is structured around a question or topic I have assigned, part of the converstion is the sharing of current events, but morning meeting always starts with at least 5 minutes of “free share.” During this free share time students can talk about anything they want. Only one student can talk at a time, and individual students can only talk once per free share. So student must be thoughtful of what they choose to share. Since technology and online interactions are a big part of many students after school life, usually at least once a day the topic of online activity is shared during free share time. This allows for some wonderful teachable moments concerning “netiquette,” sharing of personal information, screen time, and it allows me to keep my finger on the pulse of what my students are doing online. They consistently discuss what online site they are exploring, online games they are playing, and social networks they are joining; they freely and openly share their online world with me during our morning meetings. In return this allows me to repeatedly give them advice concerning online safety and remind them of the various ideas outlined in our SSIS Acceptable Use Policy.

Every year during “Back to School Night” parents come in to meet their child’s new teacher and have a discussion about the new school year. I always use part of this meeting to discuss the use of technology and try to educate parents about their role in their child’s online world. Coetail has inspired me to take this to another level. I think as part of my final project for this course I’m going to develop a internet/media usage presentation for “Back to School Night” , update our “Parent and Student Media Agreement” and develop a “Parent Media Guide.” Through this I hope to set a foundation at the beginning of the year that we can build upon throughout the year and develop parent and student awareness to not only cyber-bullying, but cyber-life.

I do believe that as an elementary teacher my role in cyber-education and the use of technology is different, and in a way more important than it is as student move into the older grades. I am helping to lay the moral and ethical foundation for my students’ online life. This interesting statistic from Ofcom’s UK Children’s Media Literacy Study conducted in 2010 supports my thought: “Children under the age of 13 prefer to learn about digital media from their parents (57%) or at school (45%) whereas older kids prefer to learn from their peers (51%).”

Tags: 5th Grade, CoETaIL, Course2, cyber-bullying, SSIS

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Mar 09

Has Anyone Seen My Trail?

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As I stated in my last post, I think I’m a pretty private person. I’m no conspiracy theorist. I’m not concerned about “Big Brother,” but I am aware that I’m leaving a trail everywhere I go. I can’t remember when I first realized I was being targeted by adds, or that Youtube was suggesting videos that were related to my previous views and searches. But I do remember not liking it and making effort to not leave such a trail. What do I do?

I rarely surf the web while logged in to any of my online profiles. I log out of accounts unless I’m using one of the account’s apps that require me to be logged in. I surf Youtube anonymously. I Google search as a ghost. I have my browser settings activated to delete history and caches upon closing the browser. And I close my browser often. Why? Because it’s easy and I can. I run CCleaner every couple of weeks to ‘cleanse my system’ of unneeded and unwanted bits. I run a VPN so my location and browsing history are more invisible and farther removed from me. Do I seem paranoid? Am I trying too hard? I don’t think so. All of this ‘cleaning’ is fairly easy. The programs I use do the work, I just instruct them to do it.

I really enjoyed the article “How Will Google’s New Privacy Policy Affect You?” by Gizmodo. I definitely saw all the new privacy policy displays every time I logged in to one of my Google accounts. But I never even once thought seriously about reading it. This is the very opposite of what Husna Najand states I should be doing in his article “Beware, the Internet could own your future.” I don’t disagree with Najand. I do believe I should read the fine print. But, have you ever read all that licencing agreement stuff when installing a new program, or just updating one. I have tried, but consistently failed. The internet is filled with stuff I am interested in reading. I just rarely take the time to read something that is not interesting to me.

In our last CoETaIL class we watched a Youtube video Google Privacy Policy Update. This was definitely more my style. Now, the first thing I thought was that this is a Google made video about a Google policy trying to convince everyone that this policy is in ‘your best interest.’ Total propaganda all the way! But I think that is just a defense mechanism on my part. A gut reaction. Keep your distance until I make up my mind. Paranoia again? Maybe a little bit? Nah! Not me! No way! I’m going out to get a copy of Catcher and the Rye!

I actually like Google’s Privacy Policy. It all encompassing. Google has great stuff. They have lots of stuff. And in my opinion it does the job. One policy that covers a lot of tools I’m using means less policies and agreements I will never read anyway.

How do I teach my 5th graders about online privacy? I think more that anything I teach by example. I’m often modeling the steps necessary for certain task by using an LCD projector. Much of the ‘cleaning’ I mentioned above I model for my students. We have discussions about using personal information such as last names and specific locations. My students know it’s respectful to ask permission before posting a picture of someone else. As 5th grades they are not really into the Facebook style of social networking. They do get together online and play social games like Lure of the Labyrinth, Sumdog or Poptropica. But those games are designed to have simple avatars and consider child safety. Some of them have Facebook accounts and Youtube channels. So, we do discuss privacy settings and the idea that when online a user’s profile could be completely fake. A personal profile could be as fictitious as a character in a book.

Getting my students to question what they are seeing and reading is key. I’ve been known to flat out lie to my students; “Fall break has been canceled because Ho Chi Minh City has been getting too much rain,” just to get a reaction. Just to teach them that it’s okay to ask why. It’s okay to question authority. There are people and companies out there that truly believe they are more important than you. Don’t trust them until they have earned your trust. Every April 1st I share with my student’s the famous Discover Magazine article “Strange Molelike Animal Melts Ice Tunnels with Its Head.” We are currently studying ecosystems. This video is a must!

I think a little bit of paranoia is healthy. If they were a few years older I just might encourage them to read Catcher and the Rye.

Tags: 5th Grade, CoETaIL, Course2, digital footprint, google privacy policy, online profile, SSIS