EDMODO
A Social Learning Platform
Christa Evans Heath
ITEC 7445
Dr. Moore
July 6, 2013
Emerging Technology
EDMODO
What is EDMODO?
•It is a social learning platform whose users include
students, teachers and parents.
•The website allows two way communication
between student and teacher and teacher and parent.
•This platform allows for flipped classrooms, online
assessments and differentiation.
www.edmodo.com
The Technology Vision for Holcomb
Bridge Middle School and Fulton
County Schools
Holcomb Bridge Middle School fosters educational excellence,
individual excellence, and cultural enrichment in a safe, respectful, global
learning environment through: Innovative and engaging standards based
instruction and 21st century technology.
The Fulton County Information Technology vision is to provide innovative
technologies, contemporary training models, and superior support that:
•promotes high achievement for all students.
•promotes highly effective faculty and staff use of technologies to enhance
curriculum, assessment and instruction,
•promotes community access to technologies that support and improve
the learning environment
How does the use of this
technology support the vision of
Holcomb Bridge Middle School?
The use of Edmodo supports the school vision in the
use of technology through:
•Innovative
instruction through the use of flipped or blended
instruction
•Allows differentiation instruction
•Access to learning applications embedded
•Collaborative learning environments
•Communication between home and school community
•Allows authentic and meaningful instruction
•Access universal
•Meets the needs of diverse learners
Target Population
•Holcomb
Bridge Middle School is a Title 1 School with a
student population of 855 student and 55% percent of
students receiving free or reduced lunch.
•Edmodo will be used at 6, 7, 8 grade levels including
students, parents and teachers.
•With this demographic access to the tools may not be
available at all homes. For equitable access most work on
the web site will be at school. The tool does allow access
from smart phones and tablets.
•As the school district moves to a 1:1 technology model
further integration of the tool could be implemented.
Key Benefits
•Fostering
a positive and engaging learning
environment through the use of collaborative.
•Differentiation of learning through skill level
activities, remediation and enrichment.
•Teaches online safety and digital citizenship.
•Enhances and allows project based learning.
•Shared platform of student work.
•Classroom behavior management.
Objectives
•To
build an authentic and engaging learning
environment which meets the needs of diverse
learners through the use of innovative technology.
•To build safe collaborative learning environments
to increase problem solving skills and higher
critical learning.
•Research has shown learning is social.
•Prepares student for the real world in 21st
century learning.
Safety

Does not require email
address to access

Closed Environment

Teacher Invitation Only

Digital Citizenship Taught

Teacher Managed
Technological Support
•Since
this is a web based tool, the school district's
IT department would not need to install any software
or keep it up to date.
•The site is built upon a collaborative community and
supports it’s user through the same means. Edmodo
provides their own support page with webinars for
training and user blog.
Equipment and Software
There
would be No Cost associated to tool
itself since it is web based and does not have a
subscription fee.
Implementation is free!
Each classroom has a minimum of three
computers plus headphones to access site.
Equipment and Software
The
school has two computer labs and one
media center lab which students can use.
The web tool can be access from any computer
and/or smart phone/tablet.
There are additional application embedded into
the site many are free, however some do require
license fee. These additional services are not
required.
Implementation
• Teachers
Professional Development: teachers
take part in training to understand the tool and
attend on going webinars.
• Parent Training: parents made aware of the tool
through open house and provided training links.
•Due to being similar to the social networking
site Facebook, students will have a easy
understanding of how to navigate the tool
Authentic Learning and Assessments
Assessments
Formal Assessments:
•Edmodo
allows for formal assessments such a
quizzes, projects uploaded and assignments graded.
•Create a virtual fair.
Informal Assessments:
•Edmodo
allows teacher to assess student progress
or opinions through polls and discussion questions.
•Check for understanding questions., warm-ups,
Ticket out the door.
Assessments
Peer Assessment:
• Students can review each other’s work can provided
feedback including: writing, projects, literacy circles.
Self Assessment:
•Student can review work they have posted and
evaluate their own progress.
Authentic Learning
•The
video showed students response to real life
situation and problem solve for a resolution.
•Provides example how online communities operate
and how best to use them through digital citizenship.
•Examine real world problems through structured
activities such as a poll on dress code or elections.
•Use of higher thinking skills through content
knowledge to express opinion and explain reasoning.
Communication
•Allows
two way communication between student
and teacher ,parent and teacher, and peer and peer.
•Student can ask questions, clarify instructions and
help peers during homework.
•Classroom events and due dates posted.
•Allows anytime anywhere communication between
students and teachers.
Scaffolding
•Teacher
can assess student knowledge through gauge
student progress.
•Teacher
can provide guiding questions, post videos
and provide examples based upon student needs.
Differentiation
•Teacher
are able to build lessons, activities and
assessments based upon student needs and levels.
•Different assignments, links and instruction can be
assigned to different students, groups or sub-groups
in Edmodo.
•Edmodo can benefit different types of learning styles
through the various types of material which can be
uploaded, videos, music, audio, and written
documents.
•Can benefit different reading levels by uploading a
audio version of a reading assignment.
Differentiation
•Differentiate
by arranging students into small groups
within the class based on readiness or ability.
•Can benefit different reading levels by uploading a
audio version of a reading assignment.
•Differentiate homework based upon student
progress and growth
Collaboration
•Students
can connect through group work and
problem solving activities with students from around
the world.
•Role-playing with
•Back-Channel discussions to extend learning and
discussions.
•Group work can be edit, shared and stored.
•Can be individual, group or class collaboration.
Blended or Flipped Classroom
Teacher can upload any type of media to group to
allow student to review prior to instruction or to be
complete instruction on a given topic.
Assigned assessment through Edmodo to gauge
student understanding in advance of instruction.
Paperless classroom
Embedded review /practice exercise applications
Accessibility
•Can
access at school, home , phone or tablet.
•Student have access to work they created at school
to finish or edit at home.
•Storage system- students have a “backpack” to store
files. Files or project stored can be access anywhere .
Professional Development
•Edmodo
offers on-line professional development through
their own web site.
•The site is home to thousands of professional learning
communities built around content and college readiness.
•There are 150 publisher communities including Khan
Academy, Glogster and Discover Education.
•Thousands of groups have been created based upon
grade level and content allowing on –line collaborative
and sharing among teachers world wide.
•Teacher to Teacher collaboration
Reflection
When first introduced to Edmodo, I saw the tool just as an
communication tool to send messages to students and
parents and vice versa. This is different than teacher web
pages which are one way communication. I would update
what we had done in class and access to homework.
 In further review, I found Edmodo to be an educational
community with a wealth of information and additional tools
to bring into the classroom. It enables me to have a blended
classroom by allowing access to material such as videos prior
to the lesson and provide enrichment activities.
 I am able to meet the needs of my diverse learners by
building differentiation lessons and assessments depending on
their needs.

Reflection
•Edmodo
allows students to work collaborative
through on-line discussion and peer feedback to
assignments.
•Students are also able to work in groups completing
class assignments and problem solve in real world
application.
•As a teacher, I am able to view student progress and
give feedback during the process.
Research

Even though created in 2008, on September 12, 2012
there were 10 million worldwide users. The largest
collaborative learning site in the world.

According to a National School Board Report
study, 59% of students with access to the Internet
report that they use social networking sites to discuss
educational topics and 50% use the sites to talk about
school assignments.
Research
•Educational
Research has not been published at this
time, however a case studies in the use of Edmodo
and peer review by Kennesaw State University's Mark
Gardner will be available May 2016
•Gonzalez and Vodicka in their publication Blended
Learning state: During classroom learning, technology
resources can be used to promote higher levels of
engagement and interaction. They further say tools
such as Edmodo are The link for students between
the content, conversations and productivity tools.
Works Cited
http://www.forbes.com/sites/jamesmarshallcrotty/2013/07/03/can-safesocial-learning-improve-u-s-academic-achievement/
Gardner, M. (2013). Social Media and Peer Review: Edmodo in the Composition
Classroom. DigitalCommons@Kennesaw State University.
Gonzales, L., & Vodicka, D. (2012). BLENDED LEARNING: A disruption
that has found its time. Leadership, 42(2), 8-10.