How has the professional development received through the graduate program empowered you to support the diverse needs of all students, advocate safe and ethical uses of technology, and develop cultural and global awareness?
My Educational Technology studies have enabled me to personalize learning through the iPad to meet the needs of all my students, it has informed me of the best ways to make sure my students are using technology properly, and has introduced me to ways I can connect my students to to students in other countries.
My work on my Thesis about how 1:1 iPad use increases my students academic success in science class made me take a good look at what software programs were helping students succeed and why. I found that Level 2 students get the most benefit out of online review games. My level 2 students need the extra practice Nearpod, Kahoot, and Quizizz provide. They enjoy that the games are engaging and appreciate that they can play as many times as they would like in order to master the science content. "Recent technological advances have resulted in the coupling of educational context with video game technology, offering children the opportunity to learn while engaging in an activity they find enjoyable" (Mellecker, Witherspoon, & Watterson, 2013).
The article Blended 2.0 Shift Learning taught me how to use technology to create a more personalized learning environment for my students. "In blended 2.0, students work at their own pace and rely on the internet and technology as well as the teacher to inform instruction" (Daddona, 2016). After learning more about blended learning I began to supply my students who were struggling in science class more supplementary internet resources, access to my presentation slides, as well as review vocabulary games so they could take their time and go over content at their own speed until they master it.
EDU 612 Assistive Technology taught me so much about how to use the iPad as an assistive technology tool. I even created an Assistive Technology Presentation that is ready to use to teach my colleagues how to implement effective use of assistive technology in their classrooms. The most helpful tools on the iPad that I discovered in EDU 612 are the text to speech function of the iPad, Snaptype App, and the Talking Calculator App. The text to speech function is a great tool for any student with a reading disability such as dyslexia or reading below grade level. The Snaptype App which allows students to take a picture of a worksheet and complete it on the iPad is a great tool for students with poor handwriting or for students who need their worksheet read to them which text to speech in conjunction with snaptype will provide for the student. The talking calculator is a great tool for students with visual impairments who can get the numbers read to them as well as their answers.
After reading A schoolwide investment in problem-based learning in EDU 657 Global Connections in Education, I learned that varying assessments is another great teaching method to accommodate many learning modes. Problem based learning assignments in particular have been shown to increase test scores across many different demographics (Sutton& Knuth, 2017). Sutton & Knuths research showed that when students learned through problem based projects students from all demographics whether it be socio-economic, linguistic status, or special education needs increased their scores on AP Tests (Sutton & Knuth). I have incorporated many problem based assignments in my class this year.
The ISTE Self Reflection and the Self Reflection of Technology Educational Leaders surveys and papers I completed in Edu 677 Emerging Educational Technology have informed me of the the areas I am proficient in my technology and where I can improve. When it comes to the safe, legal, and ethical use of technology I have always depended on our library media specialist who teaches my students a two day lesson on the subject to take care of this area. But I now realize I must also revisit topics such as plagiarism and copyright often so my students understand the importance of ethical technology use.
Another area I explored in EdU 696 Research and Readings while my thesis was how to handle students inappropriately using the iPad. While the majority of my students 61% did not find working on the iPad more distracting than working on paper I still need to keep those 39% of my students who find the iPad distracting on track especially those with ADHD-related disorders. The Apple Classroom App has given me the ability to watch all of my students screens at the same time so I can make sure they are not visiting other sites. The Apple Classroom app also allows me to lock my students into a specific site if I feel the need to.
Reading the book Cultural Competence in America's Schools and writing my Cultural Competence Paper in EDU 657 Global Connections in Education taught me that as a white teacher of Scottish decent I bring a European background to my teaching practice that I must be aware of. This background tends to favor teaching in a linear fashion and then testing student knowledge (Nichols, 2013). Once I fully understand my own background can I come to understand my students backgrounds and needs. The best way I can address cultural differences in my classroom is to assign a variety of different types of formative and summative assessments that address the different learning styles of my diverse students. The second big takeaway I have from reading Cultural Competence in America's Schools is that I must form relationships with the families of my students. When there is open communication with parents it shows my students that I am invested in their education and will lead to the student being more engaged in my class.
References
Daddona, P. (2016). Blended 2.0 Shifts Learning. Retrieved from https://districtadministration.com/blended-2-0-shifts-learning-in-schools/
Kahoot. (2019). Retrived from https://kahoot.com/
Nearpod. (N.D.). Retrieved from https://nearpod.com/
Nichols, E.J. (2013). Cultural Competence in America’s Schools: Leadership, Engagement and Understanding. Charlotte: Information Age Publishing, Inc.
Quizizz. (N.D.). Retrieved from https://quizizz.com/admin
Sanderson, H. (2018). Cultural Competence. Retrieved from https://sites.google.com/view/heatherseducationaltechnologys/coursework/edu-657-global-connections-in-education/cultural-competance
Sanderson, H. (2019). The Effects of 1:1 iPad Use on the Academic Achievement among 7th Grade Students in Science. Retrieved from https://sites.google.com/view/heatherseducationaltechnologys/research/chapter-1-introduction-of-the-project
Sanderson, H. (2019). ISTE Reflection. Retrieved from https://sites.google.com/view/heatherseducationaltechnologys/coursework/edu-677-emerging-educational-technology/iste-reflection
Sanderson, H. (2019). Self Assessment of Educational Technology Leaders. Retrieved from https://sites.google.com/view/heatherseducationaltechnologys/coursework/edu-677-emerging-educational-technology/self-assessment-of-educational-technology-leaders
SnapType. (July 2016). Retrieved from apps.apple.com/us/app/snaptype/id1124115982.
Sutton, Paul S. & Knuth, Randy. (2017). A schoolwide investment in problem-based learning. Phi Delta Kappan, 99(2), 65-70.
Talking calculator. (2019). Retrieved from https://apps.apple.com/au/app/talking-calculator/id424464284