My First Ignite Presentation

I did my first Ignite presentation earlier this month. It was a great experience and a classic example of volunteering for something without really knowing all the details. This was not my first time presenting at a school-based session, but the structure of an Ignite was something entirely new to me.

Ignite Requirements

When doing an Ignite, you have 20 slides that automatically advance every 15 seconds. This makes for a quick 5 minute presentation. This also means that slides cannot be too wordy, and usually contain more images than words. The images are usually a variety of pictures, gifs, or memes. The explanation of the topic and the slides comes more from the speaker than the text. For me, this meant more rehearsal than usual in order to get a feel for what 15 seconds per slide feels like, and how much can be said for each slide.

Ignite Challenges

The biggest challenge I had with this type of presentation was staying on topic for each slide and not changing what I wanted to say each time I rehearsed. This link is an article by Laura Foley and gives 6 steps for creating an Ignite. If this is your first time doing this, it is well worth taking the time to read. Be sure to pay particular attention steps 1 and 2. Writing an outline and a script is essential. I wasted a lot of time trying to jump right into making the presentation only to go back and do the first two steps.

The other challenge I had was that I felt limited with how much I could write on each slide and what media I could use. Even though this was not my first time presenting, I feel like it never gets easier. I always feel nervous getting up in front of people, especially when there are colleagues in the audience with much more experience than me. With other presentations, I’ve been able to add sound or video clips, and also use fancy transitions so I am not constantly talking. With an Ignite, however, the text and images need a quick, concise explanation from the presenter. There is no time to ramble and get sidetracked. This is where preparation and rehearsal plays an important role.

Preparation and Presentation

As I was working on this presentation, I was reminded of the saying, “Failing to plan, is planning to fail.” I felt this was really the case here. The outline and script took me the most time, but when they were done the rest moved very smoothly. Designing the slides was probably the easiest for me and took the least amount of time. I used Google Slides and wrote the script for each slide in the speaker notes section. I went through the presentation a couple of times without the 15 second limit just to practice what I would say. After this, I published the link to the slides and set the transition time for 15 seconds. I then began practicing the presentation from start to finish. The topic I was speaking about was a project I was working on since January, so it was very familiar to me. I had written some paper notes out to guide me and keep me on topic, but after a couple times through the presentation, I no longer needed them.

There were five presenters doing an Ignite and I was third on the list. Listening to the first two was very nerve-racking, but when it was my turn it felt like the fastest 5 minutes of my life. It was over before I knew it and I was surprised at how smoothly it went. All the practice and preparation was well worth it.

How I felt after the presentation.

Other Resources

Along with the article link above, this Ignite link has a great collection of Ignites from all over the world and on a variety of topics. It also has links to help you find an Ignite near you or Google Form link to start an Ignite in your city.

Note about the images

All of the images above were done through a Google search with the image settings on “Labeled for noncommercial reuse with modification”. Why the Rocky images? I traveled with my family up to New Jersey and Philadelphia for spring break. One of our stops along the way was the art museum and the Rocky statue. I grew up there, so it was not new to me, but I guess it has made me a little nostalgic.

Creating Digital Citizenship Lessons with Common Sense Media and Padlet

Digital Citizenship in the Classroom

Students today are surrounded by technology. It is a large part of their life outside of school, and is also becoming more and more prevalent in the classroom. Along with the myriad list of rules and procedures teachers need to cover in the classroom, digital citizenship is now being added to that list. It is essential to educate students to be positive and productive members in an online community.

Digital citizenship can be defined as “the norms of appropriate, responsible technology use” (Ribble, 2017). This definition does seem rather broad and subjective, however, websites like Common Sense Media break this topic down further into smaller categories. If you are a teacher in North Carolina, digital citizenship is one of the four focus areas in the North Carolina Digital Learning Competencies. It is important to note that when reading through this section of the standards, there is much more for teachers to do than just “teach” digital citizenship. Words such as engage, model, demonstrate, and integrate are used as guides for what teachers should be doing with this topic (North Carolina Department of Public Instruction, n.d.).

Technology, especially in the form of social media, plays a major role in the life of students. Research from Cyberbullying.org shows that 95% of teens are online and a majority of them access the internet on a mobile device (Hinduja & Patchin, 2018). Along with the potential for cyberbullying, there is also a strong potential for students to overshare or post something inappropriate that could have a lasting impact on their future. The Family Online Safety Institute (FOSI) lists college admission, scholarships, sports, and employment as potential areas a negative digital footprint can affect (Fani, 2015). These four areas are what middle school and high school students are working towards for their future.

The development of critical thinking skills is a concept teachers address in their subject areas and is also important in digital citizenship, as well. “It appears that even young people, oft thought to be the tech savviest among us, are just as susceptible to believing falsehoods and information from questionable sources” (Perkins, 2016). With such a large number of teens accessing the internet, research shows this is also the place where they get their news. A survey posted on Common Sense Media shows that forty-seven percent of teens get their news from Facebook and only forty-four percent feel that they can tell real news from fake news online (Robb, 2017). The need for media literacy and critical thinking is essential in order to ensure that the news young people are reading is factual.

Resources like FOSI, Common Sense Media, and the North Carolina Digital Learning Competencies provide teachers resources to inform students of the dangers online, as well as, lessons with a positive point of view. It can be easy for those in education to constantly point out negative online behavior and the countless number of things that students shouldn’t do.  However, this will not create the type of digital citizens we need for the future. Teachers and administrators strive to provide students with a school that is physically safe and welcoming. This same atmosphere must be considered for them as they navigate the online world where so much of their time is spent.

Padlet and Digital Citizenship

Made with Padlet

The embedded Padlet above is an example of how you can use this platform to create lessons on any topic…in this case Digital Citizenship. All of the material posted in this Padlet came from the Common Sense Education site and their digital citizenship curriculum. Much of their curriculum on this subject has been upgraded recently and is much easier to use. For example, the lesson quizzes are now force copy Google Forms making it much easier to link to another site or platform. The curriculum on Common Sense is broken down into six categories.

This material in the Padlet above is from the 6th grade curriculum and it only features lessons for three of the six categories. In each of the categories above, I included an overview that is slightly reworded from the one find on the Common Sense site. I then included the video (if one is in the lesson), the slide lesson (already made by Common Sense), and the lesson quiz. I like to include videos with each of the lessons, so if there isn’t one in the specific lesson, you can always search the Common Sense website and find something on that topic.

I have created three Padlets for 6th, 7th, and 8th grade teachers to use in their classrooms over the next few weeks. I have never used Padlet like this before and I am hoping it will be successful. I will add to this post later  to provide feedback from the students and teachers.

Resources