Digital Badge I: Chapter 4

When designing a lesson plan the first step is often deciding what to teach. The academic content of a lesson may often times be predetermined by the school system to align with the state mandates. The goals of a lesson may be given as mandatories but the teacher often has more say in the methods of delivery in which the lesson topics will be presented. Teachers also decide the procedures for how those methods will take place. Teachers can use technology to assist in all levels of the lesson, from the planning, to student activity, and eventually to the grading of lessons.  Teachers may choose to use presentation software, flow charts, visual aids, classroom websites, podcasts, wikis, creative design software or other assistive technologies as they see fit to enhance the lesson. Technology can also assists teachers in evaluating the student understanding of the lesson material. Learning assessments can be done using electronic test, quizzes, surveys, and rubrics.

There are three main influential factors in determining how teacher will assess students. The first is based off their own personal experience. Often time’s teachers implement tools of assessment they are familiar with from their own past experiences of being a student. The second influential factor is the standardize test. “Within a climate of test score accountability, teachers can easily conclude that the only test that matter are those that rank students according to their numerical scores on local, state, and national exams” (Maloy, 84).  Teacher’s test, or the test teachers must pass in order to teach can set presidency as what a teacher feels the students must know.  Based off of my own personal experiences, as a student and a parent of student, I am not the biggest fan of standardized test, or any multiple choice exams for that matter. I do not test well on high stake exams because the pressure I associate with testing often distracts me from the material I would otherwise be able to recite. As a future teacher, I hope to allow my students the joys of celebrating their understanding of classroom topics without the fears of failure distracting them from absorbing the material. In middle school I had a teacher that would give the students an option of test types. Students could pick to take the multiple choice exams or to write an essay reflecting the topics. I always choose to write essays, most of my peers choose the multiple choice option. Either way, the teacher was able to assess our retention of the knowledge gained from the lesson and we were all equally prepared for the mandatory state exams.

Performance assessment are another alternative to the standard multiple choice exam. Instead of a test, I would like to see my students apply the lesson contents in practice. This may be easier with certain subjects, such as math, but can be applied to any lesson if the teacher is creative. For example, if my students are studying poetry, I would prefer my students create their own poetic expressions and share them with the class. Perhaps they can be shared through a classroom wiki. If the class is studying local wildlife, all students can take a digital photo of local wildlife, write a corresponding report on the animal, insect, or plant and working in small groups students could create a digital movie or slide show to present their material.  

As a future teacher, my end goal will the same for every lesson plan I create: All students in my classroom will be learning and gaining knowledge. 

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Boston, MA: Pearson Education Inc.

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. 

Digital Badge H: Chapter 9

In the modern day classroom, teachers have many options of multimedia tools to use as a means to enhance the quality of learning. Teachers can now quickly and easily create displays of videos, photos, written words, audio clips, and much more using readily available media on computers, smartphones, or tablets. Multimedia tools allow teachers to incorporate a variety of learning modes or styles within a single lesson. "Multimodal learning happens when teachers combine spoken words with visuals or written text with audio or utilize simulations and models" (217). Technology now allows for more effective multimodal learning to occur and this is very important as research conducted by Multimodal Learning through Media reports, "Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes" (217). As a 21st Century instructor I can create digital displays to emphasize main ideas or important fact relevant to the lessons. I can use podcasts, PowerPoints, video clips, photos/pictures, and share websites with my students using the smart board or white board in the classroom. I can also encourage my students to create their own videos, podcasts, and slideshows to share with the class.

I remember being in primary school and having assignments that required making a presentation for class. I dreaded classroom presentation assignments! It was not the topics presented that I dreaded, nor was it speaking in front of my peers, it was the actual presentation material I disliked! The first task in creating a presentation was convincing your parents to spend the extra money to buy a cardboard tri-fold standalone poster board, these were much more impressive than a standard poster board and scotch tape. Growing up in Chicago (the windy and often snowy city) the preparation for safely transporting a presentation to school was another task in itself. The endless hours spent perfecting bubble letters and gluing pictures took away from the learning experience as well. Today, students can create a PowerPoint, including as much fancy word art and photos as desired without losing out on valuable learning time. Transporting presentations to school is also much easier (especially in Florida as there is never any snow) since flash drives store presentations and fit nicely in a pocket. PowerPoint presentations allow students to creatively express their acquired knowledge using a multimedia readily accessible in the classroom.

Photo Credit: leslle via flickr 

Teachers can encourage creativity and explore digital artwork with students. Digital artworks are "artistic expressions that happen through electronic or computer-based environments" (232).  I am a huge fan of using digital artwork for creative exploration. As a parent, I appreciate the no mess clean up for new artwork! As a teacher, this might prove true as well. My son uses an app called Procreate on his Ipad as a means of creative expression. He then saves his drawings and uses them in apps like iMovie, adds some music he loves and the end products are often quite impressive pieces of artwork created by a ten year old. These apps have a combined cost around $10, the same cost of  markers and a sketchbook. As a teacher, I wonder if digital artwork might help keep cost down, while still allowing for creative expressions, and no need to ever cut these classes from the curriculum due to budget cuts within the school system.



Resources:

Leslle. (December 8, 2008) Walkers Active in the Snow. Retrieved October 19, 2014 from https://flic.kr/p/9b5wKG

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. Boston, MA: Pearson Education Inc.

Digital Badge G: Chapter 10

America is a very culturally diverse country, as are the classrooms within our schools. As the textbook points out, "More than one in four youngsters are from immigrant families, and most of them speak a language other than English at home" (244).  In today's multicultural classrooms, there are many roles for technology to enhance the learning experience. Teachers can use technology to support their lessons. Teachers can use programs, some available online and free, to translate from many commonly spoken languages to English or from English to another language. As a future teacher, one whom only speaks English, this type of tool might be very useful in my classroom. Google Translate is one free version that is easy to use. If I want to greet my students on the first day of class, and I had a Spanish only speaking student in my classroom, I could easily use Google Translate for some assistance.



("Hello, I am your teacher Mrs. Matz.
I am very happy to have you as my student. This year we will learn so much!"- translated from English to Spanish using Google Translate) 

Another great way to use technology in the class room would be for creating word clouds. Word clouds are visual representations of text. While world clouds are not very in depth, they are visually stimulating and often do a great job of summarizing main points. Word clouds are one of many tools that are easily created and accessible online.   
The word cloud pictured here was created using a free online site called Wordle. Word clouds can contribute the universal design for learning(UDL). "UDL applies recent advances in understanding how the brain processes information to the design of a curriculum that can accommodate broad student needs" (250).  As a future teacher I am very excited to use technology in roles which will be engaging for my diverse students and will help to meet their diverse needs.

Storybook apps are now readily available tools teachers can use to further engage students while meeting the needs of diversity. Students can explore options within the storybook under the teachers guidelines. As a future teacher, I fully intend on letting my students utilize such tools. Storybook apps can be read like an e-book, or the text can be played like an audio book, and they are often visually stimulating as well. Some storybooks have options to further explore through "gaming" and even game playing may increase the learning experience.  Interactive electronic storybooks have many advantages which the text points out from reaching multiple learning styles, to creating an engaging mood, all while increasing vocabulary and reading comprehension skills. Scholastic Books offers some free online interactive books for younger students, including Clifford storybooks. Sites like this are interactive, can be used for small group activities and will address the specialized learning needs of many children.



Resources:


Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. Boston, MA: Pearson Education Inc.

Digital Badge F: Chapter 8

There are many different options available for educators when it comes to integrating electronic communications into teaching. Assigning homework has been a common practice since long before computers and internet were available. Homework is meant as a tool of practice, in which students can refine and further develop the contents of the lesson material first presented in class. Using technology mediums teachers can now continue the lesson outside of the classroom. Using classroom blogs or wikis teachers can post instructions, correspond with students, and monitor student discussions. When implementing such 21st century techniques, homework no longer needs to be sent home on a piece of paper and students no longer need to wait until the next class time to inquire more instructions or guidance. Teachers can also use these common classroom forums as a means of communication with parents. Parents can help keep their students focused within the lessons and with the assigned task, checking updates on the class blog for what is due and when. Teachers can also use these forums to display student work for peers and parents. As future educator, I am most excited to use technological communications to continue class after school hours. Perhaps, assigning less traditional style homework and incorporating more 21st century activities. For example, instead of assigning students to read and write a report, I might have students contribute their reactions to the reading assignments on a discussion board.



When teachers are designing a blog for their classroom there are three different styles of blogs of which to choose from. Blogs can be organizational, subject addressed, or learning/teaching styled.
Organization blogs are meant to be used as a tool of information. Subject blogs are focused on one particular academic area. Learning blogs are meant as a tool of communication in which teachers and students can correspond about lesson material. Regardless of the style there are also many options teachers can consider when it comes to designing the blog. What type of archives, web links, and tech tools will best support the students academic gain.

As a future educator it is imperative to start thinking about creating a classroom website of a teaching blog. Even before having an actual classroom of my own, creating a base line design could be helpful in obtaining my future classroom. As the text book suggests, principles often do look at teacher's 'homegrown" sites when making choices about which candidates to hire (195). These websites should include a link allowing future employers, future students, and future parents of students to become familiar with the individual who is or will be the teacher. A history of academic and professional accomplishments can listed on the site, as well as interests, a bit of personal/family history, and perhaps a look into the individuals teaching philosophy. When filling out applications and submitting resumes, do teachers in the 21st Century include the web address for their website or blog?



Resources:


Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. Boston, MA: Pearson Education Inc.