Driving Question 
Can the use of digital tools increase the quality of academic discourse?
Instructional Design Models
Assessment
Google Sites
Screencast
Google Forms
Flipgrid
TPACK
SITE
Sociocultural 
Technical
Informational
Rubric
Student Reflections
Pre
Post
Face to Face Academic conversations 
Flipgrid Academic conversations 
Academic Conversation
In response to text 
At least 3 a week
Student Reflections
Instruction
Easy access
Expectations clear
Portfolio
Flipgrid conversations posted? 
Screencast videos uploaded
1:1 devices
Disconnect between Academic and personal use of technology 
Engagement
Immediate satisfaction
Academic Discourse Skills
Building 21st century skills
Preparing for workplace 
1st generation college
Pebble in the Pond
1st ripple
2nd ripple
3rd rippl
4th ripple
5th ripple
Tech Tools
Parent involvement
Lack of 
Sufficient
Academic Function Toolkit
Problem:  academic conversation skills are lacking 
Analysis: steps to increase skills
What component knowledge is needed?
Strategy: using technological tool such as flipgrid
Design: Google sites with flip grid; peer collaboration
Production: response to texts 
Technological 
Pedagogical 
Content
Academic Conversation
Best practices for middle school students
Collaboration skills 
Tools available using the internet
Tools to better this lesson
50% socioeconomically disadvantage
- Analysis
- Synthesis
- Summarize and inform
-Compare and contrast
- Inquire and seek information
Common Core English Standards
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Goals
Students reflect on using technology to have academic conversations to be more useful or productive
Students create video content that has meaningful ideas related to academic subject  
Students can respond to peer videos by acknowledging and contributing to conversation  
  • Students ability to acknowledge, respond and build on conversations is increased through technology

    • Pre and post tech academic conversations