CSD Canvas Coach Artifacts

The Canvas Coach role also included collaborative meetings with colleagues and students from various buildings, as well as educational technology representatives from Instructure (parent company of Canvas) and AspireEdu (Dropout Detective and Grade Guardian).

CVHS Class Pages

A specific example of collaborating with colleagues and students was when Student Leadership requested creating Canvas pages specific to the four grade levels at CV. The class leaders wanted specific course pages to share specific grade level information, news, updates, and activities. After receiving this request, I spoke with the Canvas Team, which resulted in a collaborative meeting between the Canvas Team and the teacher who oversees Student Leadership at CVHS. Although I did not create the course pages you see in the presented media, I do feel as though this represents various components of collaboration as an edTech professional.

Chromebook Guide Collaboration

Another example of collaboration represents brainstorming solutions to problems or concerns brought to education leaders by their students. For example, the principal at College Hill requested the creation of a Chromebook guide for students on how to take images of student work. This was based on feedback given to teachers by their students.

The various Canvas Coach artifacts I have provided meet a variety of ISTE 4 substandards. The collaborative communication between the Canvas Coaches, Canvas Team, and other education stakeholders represent planning time to create a more authentic learning experience online, thus satisfying ISTE 4a. The CVHS Class pages satisfy ISTE 4b and 4d as it represents culturally competent communication with various students, colleagues, and district IT leaders, as well as working with students to solve technology issues such as increasing communication. The Chromebook Guide Collaboration satisfies ISTE 4b and 4d for the same reasons: using student feedback, I collaborated with a building leader. All of which led to the creation of a guide to helping students utilize their Chromebooks to take images of their work.

Artifact #4: VoiceThread and Student Review Form

VoiceThread is a collaborative multimedia presentation web tool. In Web 2.0 Tools, I took the time to transform a popular presentation on Civil Liberties during World War I into a VoiceThread presentation. This presentation also included contemporary components involving the BLM protests in Portland. The collaborative nature of VoiceThread made this a perfect opportunity to experiment with these kinds of presentations while distance learning.

The VoiceThread presentation represents meeting ISTE 4b and 4c, as the collaborative nature of VoiceThread allows students and teachers to communicate together. The presentation also represents an authentic, real-world discussion on civil liberties.

Artifact #5: January 6 Jamboard Discussion

January 6, 2021, was a difficult day, among all of the other things going on in the world. I knew my students, which at this time were APUSH students. Most read the news daily and were deeply concerned with national social, economic, and political issues. I knew I had to provide some outlet for them to process and digest what had happened. Thus, I framed the day from a photo perspective, providing those key “Moments in US History,” some well-known and others not so much. I then proceeded to show them a curated collection of photos I had saved from perusing various social media. After providing them the visual presentation, we had a classroom discussion. However, Zoom discussions are scary, so I also provided an anonymous Google Jamboard for more reserved students to share their thoughts, feelings, and reactions to what happened the day before. I made a copy of that Jamboard to show the discussion amongst the three class periods.

Note: Student personally identifiable information has been removed from this Jamboard.

This presentation and reaction jamboard represents ISTE 4c, as it uses a collaborative tool to engage students in an authentic conversation over a real-world event. Students communicated locally among the three AP US History classes.

Artifact #6: Raider-Nation Video Tour Playlist

Returning to a hybrid schedule in April, student leadership was concerned with the lack of visual resources to help incoming ninth-graders and transfer students find their way around Crescent Valley HS. As a co-coordinator of Link Crew, I was brought into the conversation because Link Crew students usually provide tours to these students on the first day of school. After several meetings with student leadership, Link Crew, and administration (safety concerns), we concluded a virtual tour of some kind would be the only approach.

However, a traditional tour video would be too long and too confusing. So instead, I suggested creating a playlist of shorter videos that demonstrated how to get around Crescent Valley HS from key arrival areas on campus. For example, one of the videos shows students how to get from the bus drop-off to F-Building. Then other videos show students a walkabout of the specific buildings.

The initial collaboration was crucial in realizing the need for this project, but the actual project itself was a collaboration between Link Leaders and myself. The students worked in small groups to record their tours. I edited and published the videos on YouTube and then created the following Google Site to host all of the videos. I also linked essential resources to the site, such as bus routes, food pre-ordering, and check-in locations, some of which were suggested by colleagues.

*Note: The following site is publically linked on the Crescent Valley High School website.

I feel as though this Google Site represents a number of ISTE substandards, however, for Collaboration, it represents ISTE 4b as I worked with students to create the videos linked on this site. These videos represent co-learning with students to develop a solution to the problem of providing visual resources to incoming students.