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Diving Into STEM: Digital Science Notebooks in an Elementary Classroom
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Explore and create : Playground

This is presentation 1 of 3, at station "STEM Playground Station 2" within the playground "Mission: STEMpossible"; scroll down to see more details.

Other presentations in this group:

Dr. Rayna Freedman  
Come see how one fifth grade teacher made the shift to digital science notebooks to engage students in STEM learning activities. Project-based learning, design thinking and learning experiences that encourage students' curiosities can all be packed into a digital notebook!

Audience: Teachers, Curriculum/district specialists
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Universal Design for Learning/differentiated learning
Grade level: 3-5
Subject area: STEM/STEAM
ISTE Standards: For Students:
Creative Communicator
  • Students create original works or responsibly repurpose or remix digital resources into new creations.
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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Presenters

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Dr. Rayna Freedman, Jordan/Jackson Elementary Mansfield

Dr. Rayna Freedman is a 5th grade teacher at the Jordan/Jackson Elementary School in Mansfield, MA. She has taught grades 3-5 and is an ITS. Rayna has a B.S. in Education from the University of Vermont and a M.Ed in Educational Technology from Lesley University. She received her doctorate through Northeastern in teaching, learning, leading, and curriculum. Rayna is President of MassCUE and has been presenting at the annual conference since 2010. Rayna has presented for ISTE, Ed Tech Teacher, Tech and Learning, Medfield Digital Learning Day, FETC, BPLC, and BLC.

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