Journal Entry 11

Journal Entry- Chapter 11

Engaging Teachers and Students in Learning and Self-Reflection

Focus Question#2: How can Students and Teachers use digital portfolios as tools for learning?

A digital portfolio is a collection of educational materials stored in an electronic format. This is especially useful for teachers and students to use as a goal oriented collection of knowledge. Teachers and students can upload projects, papers, multimedia, etc… to their portfolio to reflect on what knowledge they have obtained or to share their knowledge with others in an easy portable way. Digital portfolios are also a public writing in which is created by the individual. This tool is used for learning about the creator.

This is a good way for the creator to incorporate lesson plans, assessments, and other professional achievements that may assist in a future teaching certification.

Tech Tool  11.2

Online Survey Building Resources

This tech tool resource describes three commonly used ways to collect data from groups. Zoomerang and Survey Monkey both have templates and themes to organize and formulate your questions that you would like the data collection on. I have used Survey Monkey before and have found it to be a very easy way to gather information from selected groups. I created the survey and emailed it to my audience. After they responded Survey Monkey generated the results. This tech tool also discussed Poll Builder. Poll Builder is good for quick information but doesn’t offer the same formats or detailed questions as the other two. Poll Builder would be good to use during a lesson for fast feedback from the students.

Summary

I found this chapter to be very useful for a new teacher. I am excited to continue building my digital portfolio. I will use it to share with professionals throughout my career. I especially like that it can be updated and modified as time permits.

Also within this chapter I learned about many other technology tools that can enhance both my learning and the children’s learning. Provided the funding is available these tools would be a great additional learning component. Student participation systems, polls, and surveys would help guide my teaching performance.

 

Resources:
Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Journal Entry #10

Journal Entry #10

Promoting Success for All Students Through Technology

 Focus Question #2

How can teachers use technology to create universally designed classrooms?

Universal design is a new approach of how schools can serve all students well. This design meets standards for children of all abilities such as using ramps, accessible toilets and adding lights to the fire alarm system.  When including for learning it is called (UDL) or universal design for learning, it applies the understanding of how the brain processes information into the curriculum. (Rose & Meyer, 2002, 2006) UDL is defined in the following terms:

·         Multiple meanings of representation- giving various ways to acquire knowledge.

·         Multiple means of expression- giving students alternatives to demonstrate their knowledge.

·         Multiple means of engagement- by finding interests of the student  to create challenges and to motivate the student.

The purpose of UDL is to allow for all the children to participate regardless of their disabilities. This approach develops lessons that can challenge the advanced, but mold to those who may be on a lower level. This also means that the instructional goals and materials needed are flexible.

Accommodations are made for the children who are on a lower level so that they can participate in maximizing their learning abilities rather than modifying the curriculum which would lessen their learning content.

Examples include:

Ø  Recording a lesson for the lower level students so that they can view it again.

Ø  Using malleable digital media that can be transformed, linked, networked or customized for each level learner.

Ø  Use print bound materials displayed in different ways including on a screen, animation, sound and pictures

 

Tech Tool 10.1

Extra Large and Online Calculators

This tech tool discusses how calculators can be used in day to day mathematics with children. Calculators (specifically the extra-large calculator are often used for a fun and inviting way to teach addition, subtraction, division, and multiplication. It is also used to discuss place value which is an important lesson to learn. This tool is great for visually impaired or those with difficulty using fine motor skills. Additionally older students can access online calculators to do more complex math equations.

I find this interesting and useful.  I was unaware of the online calculator that can due more scientific equations. I think it is a great link to technology for learning.

 Summary

 This chapter discusses how technology can be integrated for all students and can implement both the formal and informal teaching environment. Each student learn differently and at different paces by incorporating meaningful and different learning aspects children will be able to engage more and absorb the curriculum in different ways. Teachers are responsible for designing and redesigning the needs of the students.

 Assistive technologies create extraordinary experiences for the learning impaired as well as work as a teaching tool for others. However, to fully support positive learning the teacher must also be involved and interact. The object of these technologies is to make materials more accessible for the students.

 Other technologies that can be used to benefit the learning environment are the electronic speller, dictionary, speech recognition software, test reading software, interactive storybooks, and writing process programs.

 I like all of the information presented. I feel it would be a great asset for a classroom. It also meets the needs of children with exceptionalities.  

Resources:
Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.