Kristin Richards

KQM2-KQM2 Task 1: Technology Website for Educators

Using Educational Technology For Teaching and Learning-D173

10/6/2020

Personal Philosophy:  We come into contact with technology in our everyday lives whether we realize it or not.  We use our cell phones, we watch television, and we use out personal computers everyday without even thinking about it.  Technology is here to say whether we like it or not.

I feel that by integrating technology into my classroom, I am preparing my students to compete on a very different world than I myself  grew up in.  I am excited to teach my students how to use technology in an engaging and positive way so that they can learn and have fun with it but also realize the importance of technology and how it will mold and shape their future not only within the classroom setting but in the real world as well.

                                        Resources and how they are used to research educational technology to facilitate                                               student learning........  

 Intergrating Educational Teachnology To Facilitate Student Learning....

 Blended Learning: is a combination of online learning and face to face learning.  The online components include things like: video games, online reading material, and online assignments.  Blended learning is a mixture of traditional learning and online learning and the two methods are used together to create an inclusive and engaging learning experience.   Examples of Blended learning might include the following:

•  Lab Rotation  Blended Learning Model- similar to Station Rotation works by allowing students to rotate through a station on a fixed schedule in a dedicated computer lab for flexible scheduling arrangements with teachers, enabling schools to make use of existing Computer labs to complete tasks and assignments. (Chernysheva, 2020) 

• Flex Blended Learning Model - The "Flex" is a type of blended learning in which online learning is the backbone of the course.  Students move individually and customized schedules learning different modalities.  There is a teacher onsite and students learn mostly on a brick- and-motar campus however, homework is done mostly online.  The on site teacher provides face to face support  and help and guidance when needed.  (Chernysheva, 2020) 

• The Flipped Classroom - is probably the most well known version of blended learning.  This type of classroom is one where students are introduced to content at home, and practice  working through it at school supported by the teacher and their peers.  In this way, traditional roles are flipped.  (Chernysheva, 2020) 

What Activity Would You like to do today? 

CCSS.ELA-LITERACY.RL.11-12.9  (State Core Standards for Grades 9-12)  Curricular Resources that guide instructional design.

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (Hawaii Department of Education, 2019)

The activity that I would like to use as an example would be the following:

• I would use an online program called INKLEWRITER.   This is a very user friendly browser that students can use with little ease and access from any device.  This program allows students to create interactive stories that they can create on their own or  they can choose from a list of novels, literature, and other forms of writing and learn about them as they go. (Dzubinski, 2014)   With this program students could complete the following activity:

The student could take a famous piece of literature and and compare themes and genres through an interactive story activity  where they could practice their knowledge of storylines, rhetorical meanings, and cause and effects that exists within different eras and themes of literature.  After doing their research, the student could them create a storyboard of the things that they have learned about the piece of literature that they have chosen to study and share with their classmates.

I would assign this as an individual project that would culminate with the students individually sharing their finished project with the class on an assigned date. 

Sample Learning Activity For English Language Arts Grades 9-12

Formative Assessment Strategy .... 

For a Formative Assessment for this project, I would have the students complete a one minute writing with prompts such as:

• What are a few of the things that you have learned by completing this assignment?

• What will you do differently the next time that we has a similar assignment?  

• What did you find interesting about this assignment and why? (Examscatalunatv,2018)

• I would have the students answer these questions using Google Docs/ I would also provide a space for them to write their feelings and thoughts about the assignment as well so that I could use their feedback in my while preparing for my future lesson/task planning.

Summative Assessment:

For the Summative Assessment I would do the following:

• I would use a cumulative approach and the story board that the student created would be the end result for grading.  I would provide a rubric that explained what areas of the assignment would be important to pay attention to and use a grading measure of 15/20 for proof of mastery of the intended objective of the assignment.

Student Data used through technology and student learning outcomes:

By using the INLEWRITER platform I would be able to keep track of the students projects and monitor their work as they completed it.  This would allow both myself and the student to find areas and ideas that hold the highest interest for them and also provides a recorded history of their assignments and their progress with both their current and future projects that they complete using this program.

Two educational tools that foster self-directedness and independent learning:

• The Collaborative Lecture Annotation System (CLAS)  The CLAS system was designed to build upon the  artifacts of traditional teaching and learning practices to create enriched opportunities for both students and teachers so they both can become a part of the ever changing world of the 21st century.  CLAS provides students with a chance to engage with their peers and learning materials, monitor their own progress on assignments, and gain control of their own learning and education.  

• CLAS provides teachers with the chance to monitor the SDL skills that their students are acquiring and allow them to provide their students with guidance and feedback when necessary.  CLAS allows promotes motivation, self-management, and self-monitoring so that students can learn effectively in an increasingly changing educational arena.(Borzova, 2018)

• CLAS can support independent student learning by doing the following:

Providing the knowledge needed so that both students and teachers have the knowledge that they need to compete in a technology integrated classroom.  Students can pick and choose areas of study that they are interested in and monitor their own progress while teachers can support and facilitate engagement and support for the student when needed.  This tool allows a student to learn independently while still having a support system and feedback when needed. (Borzova, 2018)

• Global Read Aloud- allows classrooms from all over the world to come together through the internet to promote literacy.  One book is chosen, and teachers across the globe connect with other classrooms and read  the book together.  After the participating classrooms finish the book, the teachers and the students connect and discuss their thoughts, their interpretations, and their connections to the story.  This allows children from across the globe to see others perspectives and ideas in a way that was never possible for previous generations of students  It also promotes self-directedness because students are allowed to create their own ways of communicating with other students when relating how they experienced the story that was read and shared.  This platform brings both inclusion and diversity into classrooms across the world. (Borzova, 2018)

• Global Read Aloud- Can support independent student learning by allowing students the chance to create their own blogs and share stories with other children around the world.  This experience supports independent student learning by creating a platform where students are in charge of their own creations with teacher support and feedback when needed.  It also allows children to see the perspectives of other through a wider world lens, which creates a motivation to continue knowledge acquisition on their own. ( Borzova, 2018)

Two Assistive Technology  Examples...

• Audio Players and Recorders- Help give students the ability to listen words of a text as they are read.  Many of these devices come with text-to speech software that can read aloud from whatever text is displayed  on a computer screen.  These types of devices can also help students who struggles with writing or taking notes because an audio recorder can capture what a teacher says so the the student can listen to it later.

• Timers- These inexpensive devices can help students who have trouble with pacing.  Timers can be used as visual aids to show how much time is left during a task and they can also help the student transitions from task to task. (Alodail, 2014)

Bibliography:

1. Alodail, A. K. (2014). Instructing Educators in the Use of Assistive Technology Listening Devices in the Classroom. International Education Studies, 7(5). https://doi.org/10.5539/ies.v7n5p55

2. Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5), 453–469. https://doi.org/10.1111/j.1365-2729.2009.00322.x

3. Ijabah, N. (2018). Teachers’ Perceptions and Barriers on Creating Technology-enhanced and Student-centered Classroom. Contemporary Social Sciences, 27(1), 33–48. https://doi.org/10.29070/27/57213

4. Mantiri, O. (2015). How Technology is Remodeling Classroom Instruction. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2566127

5. simpleshow foundation. (2018). Using Technology in the Classroom. Retrieved from https://www.youtube.com/watch?v=ug_LK98NcVk

6. Alodail, A. K. (2014). Instructing Educators in the Use of Assistive Technology Listening Devices in the Classroom. International Education Studies, 7(5). https://doi.org/10.5539/ies.v7n5p55

7. Borzova, T. A. (2018). Principles of Organizing Self-directed Learning of First-year Students Dzubinski, L. (2014). Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom. Online Learning, 18(2). https://doi.org/10.24059/olj.v18i2.412

8. ExamsCatalunyaTV. (2018). Mary Whiteside Technology to transform teaching, learning and assessment. Retrieved from https://www.youtube.com/watch?v=TfvNAnniyADzubinski, L. (2014).

9. Dzubinski, L. (2014).  Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom. Online Learning, 18(2). https://doi.org/10.24059/olj.v18i2.412

10. EdSurge: The Best in Educational Technology. (2015). Choice Reviews Online, 52(07), 52-3421-52–3421. https://doi.org/10.5860/choice.187594

11. ‌Manzoor, A. (2018). Technology Tools for Building Diverse, Equitable, and Inclusive Classrooms. International Journal of Technology and Educational Marketing, 8(2), 75–94. https://doi.org/10.4018/ijtem.2018070105

12. Chernysheva, O. V. (2020). FLIPPED CLASSROOM AS AN EXAMPLE OF BLENDED LEARNING. Actual Problems of Education, 1, 105–107. https://doi.org/10.33764/2618-8031-2020-1-105-107

13. d’Eça, A., & Gonzáles, D. (2013). Becoming a Webhead: Bridging the Gap from Classroom to Blended or Online Teaching. CALICO Journal, 23(3), 569–580. https://doi.org/10.1558/cj.v23i3.569-580