Description of Technologies
Classdojo
is an online messaging, motivational platform and app designed by Stanford University's PERTS lab. Classdojo was
designed to help students develop a growth mindset around mathematics (ClassDojo, 2016). The platform supports students’ growth mindset and students’
social-emotional growth through powerful videos on facing challenges,
overcoming anxiety, and the power of making and learning from mistakes.
ePals
platform is a global community that allows students and teachers to interact
with other classrooms worldwide. Students practice safe online etiquette while
they interact with other students (Cricket Media
Inc., 2016). The platform allows students to connect with
cultures they might not otherwise have access to.
Open
Educational Resources (OER) Commons is a free digital library for educators. On
ORE, educators can access, edit, and share resources (Prescott,
2019). These resources range in content area and
grade levels. ORE provides teachers with free access to these resources in
hopes of supporting diverse classrooms (Prescott, 2019).
Breakdown of Technologies
Classdojo is
user friendly and designed for grades K-3rd grade. Its platform
offers educators and parents free access, including private parent-teacher messaging,
digital portfolios for students, and behavior supports for home and school. Teachers
can use the platform across contents as the digital portfolio allows students
to showcase their work regardless of content area.
The ePals interface
is simple to use. Teachers register their classrooms and search for other
classrooms across the globe to connect with. Classrooms can be filtered by
average student age, language spoken, content area, and more. Privacy is a top
priority and all messaging and users are vetted and secure. Once teachers have
connected their classrooms, students can ask questions of other students, work
on projects together, and interact in a multicultural experience.
OER is designed
for educator access and use. The search engine has a slight learning curve in
operating. However, the digital library is free for educators and offers
multiple resources for classroom use K-12. Because the resources can be freely
adapted (no copyright), the library holds vast possibilities for cross-curricular
use.
Differentiation of Technologies
Social-emotional
development is vital as children transition from home to school. Through
Classdojo’s engaging animated videos, students discuss failure, anxiety, and navigating
challenging situations with teacher support. Classrooms are where people gather
to learn, express ideas, communicate and collaborate (Balakrishnan,
2017). Classdojo meets students across learning styles through videos (visual),
discussion prompts (verbal), and hands on activities (kinesthetic). Classdojo also
supports positive behaviors (social-emotional) through a point system; which
helps support externally motivated students.
ePals meets
students’ learning styles through a diverse multimedia approach. Students can
message and video chat with students across the globe. They complete projects
together. There is also a modern “pen pal” email option. All of which allows
for students to interact in their own learning style. Appreciating diversity
and developing appropriate online etiquette helps
students expand their worldview of cultures and people groups.
The
OER library provides educators ways to support the learning styles of underserved
students represented in their classrooms. The resources can be freely adapted
to support the needs and representation of their LGBTQ+ students (Prescott,
2019). By adapting resources for students’ specific needs, educators support
their students of color and of the LGBTQ+ community in seeing themselves in
their learning experience.
Instructional Strategies for Technologies
Classdojo
supports the instructional strategy of developing a classroom community. By
meeting students’ social-emotional needs through media and conversations,
teachers create safe learning environments for students to express themselves. This
platform is a wonderful resource to use during the first 6 weeks of school when
it is vital for students to feel safe, valued, and loved in the classroom. Community
building must happen before any academic instruction can be successful and
Classdojo is a helpful instructional tool for this.
ePals directly
supports instruction in a diverse classroom. It allows students multiple ways
to engage new peers across the world through their own learning style via the
multiple engagement pathways. The platform encourages skills in cooperation,
collaboration, and clear communication from students. Educators know
incorporating classroom technology in meaningful ways enhances the learning
experience (Ma Xin, 2024). ePals allows
teachers, especially those in rural areas, to provide authentic experiences
while teaching appreciation of different cultures.
OER offers
teachers instructional support in helping their underrepresented LGBTQ+ students
and students of color feel seen and heard. By designing tasks specifically for
these students, instruction becomes meaningful for these students. All students
deserve a voice and representation in the classroom. OER offers teachers the
means to enhance these students’ educational experience through rich tasks,
meaningful learning connections, and representation.
Classdojo an ePals: Learning Support and
Ownership
Classdojo
promotes learning by supporting the home-school connection. Students and families
become partners with teachers by offering feedback, helping students submit
work to the online portfolio, and through engaging with their child’s behavior.
Classdojo offers students ownership in their learning as they interact with the
platform. Students can demonstrate the character traits they are practicing,
showcase their work, and have a safe and secure way to message their teachers. These
practices support students taking ownership of their educational experience.
ePals promotes learning by adding authentic, diverse digital learning experiences. Educators understand good technology, especially technology that allows online access, supports a diverse classroom (Chuang, 2020). Students access the real world through safe online social interactions. The platform allows students to collaborate on projects and grow their communication skills through their learning style. This gives students voice in their learning and supports a culturally responsive environment.
References
Chuang, H., Shih, C., & Cheng, M. (2020). Teachers’ perceptions of culturally responsive teaching in technology‐supported learning environments. British Journal of Educational Technology, 51(6), 2442–2460. https://doi-org.lopes.idm.oclc.org/10.1111/bjet.12921
Cricket Media Inc. (2016). Epals launches new version of global community with digital cultural exchanges and collaborative projects for classrooms worldwide. PR Newswire. https://www.prnewswire.com/news-releases/epals-launches-new-version-of-global-community-with-digital-cultural-exchanges-and-collaborative-projects-for-classrooms-worldwide-565110821.html