Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
Lesson Title: Teaching Current Events though Edmodo for Student Success with Non-Fiction Text
Grade Level: 5th Grade
A mock student account has been created for you to view this assignment on Edmodo .
Go to http://www.edmodo.com/, then
User Name: ksustudent
Password: stoyle
Once you are logged in, you may review the student work samples described below.
Technology Used:
Edmodo: Edmodo is classified as a Learning Management System similar to Moodle and
Schoology. The purpose of Edmodo is to not only provide teaching with professional learning
networks, but allows students to take park in safe social networking that is school related.
Edmodo also allows teachers to have the control over the student use of this site to delete
posts, control conversations, and engage students in collaboration and communication in an
online learning environment. Edmodo is a platform widely used by teachers across the world to
engage students in a positive learning experience. Just like students earn stickers in the
classroom for a job well done, students and teachers can earn badges for a job well done in
Edmodo.
Some of the general features include blogging as a large group, or in smaller subgroups.
Other features include scheduling quizzes, assignments, and polls for the students to “turn in”
and complete online. By scheduling quizzes, tests, and assignments online, the teacher has
access to the results immediately if multiple choice, but they also have the access to score
extended response questions from any computer or iPad (free app) which allows for students
to have immediate access to their results. Edmodo also has a grade book feature that allows
the teacher to upload the grades immediately into the grade book. What I really like about
uploading quizzes and assignments to Edmodo is that the multiple files and videos I upload to
a Library that has unlimited storage. The assessments and assignments can be kept in one
central location digitally year after year if needed.
As stated on the Edmodo site “Edmodo provides teachers and students a secure place
to connect and collaborate, share content and educational applications, and access homework,
grades, class discussions and notifications. Our goal is to help educators harness the power of
social media to customize the classroom for each and every learner.” ( Borg & O’Harra 2012).
Edmodo also has communities available for teachers to join that allow them to engage in
professional development.
For this project, Edmodo is being used as a platform to group a classroom of 49 students into
subgroups that will allow them to collaborate effectively as if they would in a face to face classroom.
There are many benefits in building a classroom learning community to support student understandings
(Light 2011) that foster communication and collaboration. The 49 students in this class were placed into
4 subgroups of 10 students and 1 subgroup of 9 students. Once students have been have “joined” the
larger “Social Studies” group by entering a code provided by the teacher who is organizing the group,
the teacher will then be able to create the subgroups and “drag and drop” students in the subgroups
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
needed. These groups can be rearranged as needed over time. A parent code is also generated for each
group that the student will provide to the parent in order for them to join as a reader of content.
Voki: A teacher created Voki will be found in each current event group on Edmodo. This Voki is a great
motivator and conversation piece by students. The Voki I created, when played, explains the directions
again as we discussed in class when the assignment was given. A Voki is also beneficial when students
are absent and they need to hear and see the directions being given online as if I was there, only much
different looking. You can find more out about Voki at www.voki.com.
RSS Feeds: RSS feed stands for Really Simple Syndication or Rich Site Summary. An RSS feed is used to
feed current events from Wonderopolis and Scholastic News to our Social Studies Edmodo group. These
feeds help students who need help finding appropriate current events for their project. Once the find
an appropriate feed, the student clicks on the link from the feed and it will take them to the Web Page
where the article is housed. Students can then read the article and re-copy the link into their post.
Web Research Resources: Students are asked to find a current event and upload the current event to
Edmodo. Students have the option of uploading an online link or a scanned copy of their current event
from a newspaper clipping. Many resources could be used for the current event project depending on
the choice of local, state, national, or global current event. For the first assignment, students were
asked to find a current event that dealt with the local, state, or national election. Once chosen from the
following resources, students then uploaded the current event to Edmodo. This process not only
support technology and research standards, it also supports reading and research of non-fiction text at
the 5th grade level. See standards for all CCSS met during this project at the end of this document.
Choosing and uploading the article is also part of the grading rubric (Appendix A). Students are
recommended to select an article that is quality in length to write a 5-7 sentence summary about for
their peers to read and comment. If student finds a short article, in negotiation with the teacher, they
may select a second short article on a similar topic and write a compare and contrast writing piece in
lieu of a summary. This also allows students to view a variety of writing pieces.
Timefor Kids - www.timeforkids.com
Info Ohio - www.infohio.org
Scholastic News - www.scholasticnews.com
Local Link: http://www.auroraadvocate.com/
Tween Tribune- www.tweentribune.com
Blogging: “The benefits of blogging with students are quite numerous. It is a great platform for
teaching online ethics, internet safety, and the responsible role of a digital citizen. Blogging is also a
good tool for reinforcing digital copyright laws, to practice writing for an audience” (Wylee 2011) For
this project, students are expected to “Blog” about the current event they upload in Edmodo. As a
“reply” to their uploaded current event, students are to type a 5-7 sentence paragraph summary about
the article. Students are to follow the summary writing rubric (Appendix A) in order to provide accurate
writing and proofreading necessary to be successful. Fifth grade writing standards are also met in this
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
project. (See Appendix A) At the fifth grade level, students are also expected to provide quality peer
feedback through communication and collaboration. Blogging allows students the opportunity to reflect
and formulate thoughts though written expression. Once the student has uploaded and wrote the
paragraph summary, they are expected to write a quality response to all other members in their group.
For the first assignment of the project, students are expected to write one quality sentence as feedback
for each of the 8-9 other members in the subgroup.
Time Management: This project is assigned to be completed outside of class time. Students may
complete the project at home; however computer lab time is available before school and during
extended lunch times. This may also follow a “flipped” classroom approach in the way that feedback is
giving during class time as a whole class and the research takes place at home with immediate feedback
given from peers and the teacher (Wylee 2012).
Feedback: Once logged into Edmodo, it is beneficial to give feedback during class time by projecting the
computer screen for all students in the class to view. Projection takes place through a classroom
projector and SmartBoard that is connected to a central computer. Student volunteers are chosen
based on the quality of responses as well as the willingness to have their writing shared and critiqued
with the entire class using the assignment rubric.
Positive Feedback and Award of Badges: Another great feature of Edmodo is the awarding of badges.
The badges are similar to placing specific stickers on student paper work only more efficient. Badges can
be created or obtained from other members in Edmodo. The selected badges awarded in this project
were obtained from other members in Edmodo, as well as 1 student created badge. This has been a
great motivator for students to encourage them to engage in quality discussions online.
Benefits for Writing: Students are engaged in writing through peer collaboration and feedback. The
peer feedback has also provided motivation for students to strive to do their personal best by asking
questions as needed to clarify their understandings. By asking questions online, students are
participating more and have the opportunity to not only be answered by the teacher, but also their
peers (Ray 2003).
Benefits for reading of non-fiction text: Non-Fiction text is not only a standard of reading, but needed by
students to be life -long readers in a variety of content areas and careers.
Assignment Part II of Project: Once students have went through the entire process in assignment one.
Students are given the same assignment with an open choice on topic, following the same rubric and
format. Once routine and expectations are established, this project can be assigned throughout the
school year. The teacher also has flexibility of student grouping, differentiation of topic, as well as
complexity of the assigned reading responses. This project also has the potential to be shared with
students around the world, all that is needed is the group code to be provided, and expectations to be
established with other interested classrooms. The possibilities are continuous and discovered each day.
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
Standards Addressed in this Project:
CCSS (Ohio Common Core State Standards):
Social Studies:
Historical Thinking: Historical thinking begins with a clear sense of time – past, present
and future – and becomes more precise as students progress. Historical thinking
includes skills such as locating, researching, analyzing and interpreting primary and
secondary sources so that students can begin to understand the relationships among
events and draw conclusions.
Language Arts:
Reading: Reading Informational Text:
1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
3. Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
10. By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 4-5 text
complexity band independently and proficiently.
Writing: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly:
2. a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings) illustrations, and
multimedia when useful to adding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
5. With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
6. With some guidance and support from adults, use technology, including the Internet,
to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
Technology:
Research and Information Fluency: Students use digital tools to gather, evaluate, and
use information.
Social Studies Big Ideas:
“Where you live influences how you live” and “Why do choices made by individuals/groups have
present and future consequences?”
Appendix A
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
Permission Letter Sample:
This was sent home with students the first day of school to be
discussed with parent. I sign and return was also required before
students were able to use Edmodo at school.
Dear Parents,
This year we will be using Edmodo and Kidblog in Mrs. Skeels and Mrs. Stoyle’s classrooms.
Edmodo is a free and secure learning network for teachers, students, and schools. It provides a
safe way for us to connect, share content, access homework, participate in discussions and
receive class information.
Edmodo is accessible online and through any mobile device with Internet capabilities –
including free apps for iPhone, iPad, iPod touch and Android devices. Students can access their
account from any mobile device or computer, and set up notifications within Edmodo to
receive alerts/reminders via text or e-mail.
Kidblog is a password protected Blog that will be used for journaling, as well as meaningful
communication and collaboration of key topics.
Edmodo and Kidblog will not be used as a social network like Facebook or MySpace. This tool
will be used strictly for educational purposes using the following guidelines:

Students will be required to use appropriate grammar instead of texting language

Students will be required to post meaningful discussions, as well as responses to peers
and teachers

Edmodo does not allow private student-to-student messaging- the site will be used to
discuss school-related content only

No put-downs or sarcasm toward another’s ideas. All school rules and consequences
related to harassment apply
Students who violate the guidelines above may face disciplinary action and/or face losing the
privilege of using Edmodo or Kidblog.
I look forward to a great year as we incorporate the use of technology into our classroom
curriculum. If you have any questions, please contact us at kstoyle@aurora-schools.org or
jskeels@aurora-schools.org
Thank you,
Mrs. Stoyle
Keri Stoyle
Fall 2012 KSU
Instructional applications of the Internet
Internet Project
Borg, N. O’Harra, J. (2012). Edmodo retrieved on October 12, 2012 from
http://about.edmodo.com/
Common Core State Standards (n.d.) retrieved on November 3, 2012 from
http://www.corestandards.org/the-standards/mathematics/grade-5/introduction/
Edwards, J. (1992). Dialogue journals in mathematics: Grades 2, 4 and 6. Reflections
on Canadian Literacy, 10(1), 2–12.
Hertz, M.B. (2012) The flipped classroom pro and con. Retrieved on November 24,
2012 from http://www.brighthubeducation.com/teaching-methods-tips/121823educational-blogging-platforms-for-your-students/.
Light, D. (2011). Building a classroom learning community: three instructional design
principles for a Web 2.0 world. In S. Barton et al. (Eds.), Proceedings of Global
Learn Asia Pacific 2011 (pp. 333-340). AACE.Retrieved
from http://www.editlib.org/p/37192.
Ray, B. B. (2003). Student-centered electronic journals in the field of education: An
overview of four journals. Electronic Journal for the Integration of Technology in
Education, 2(1). Available from http://ejite.isu.edu/Volume2No1/ray.htm
Reid-Griffin, A., Carter, G. (2004). Technology as a tool: applying an instructional model
to teach middle school students to use technology as a mediator of learning.
Journal of Science Education and Technology, 13(4).
Wylee, J. (2011) Educational blogging platforms for students. Retrieved on November 21,
20012 from http://www.brighthubeducation.com/teaching-methods-tips/121823educational-blogging-platforms-for-your-students/