Innovative Digital Learning Environments

I thought this was an interesting video on youtube.

Advertisements

Who Owns The E-Portfolio

When thinking about  E-Portfolios I usually just think of a platform that students can use to display their work. But in fact, they can be used by anyone!

Thibodeaux says that “we have to not only give students a choice, ownership, voice and agency (COVA) over their digital domain we have to give them COVA” (Thibodeaux, 2015) over their ideas.  E-Portfolios allow students to communicate and showcase skills, experiences and learning .Because e-portfolios contain documents, videos, images, presentations and reports. They are easily accessible for anyone (that has been given access) including potential employers, graduate school committees and even students.

So who owns my E-Portfolio…. I do!!!!

References

Thibodeaux, T. (2015) The idea for abbreviating choice, ownership, voice and agency as COVA. Retrieved fromhttp://www.harapnuik.org/?page_id=6050

Why Use An E-Portfolio

We all know that an E-Portfolio is a collection of materials and documentation that showcases student accomplishments and it includes reflections of the learning processes and its outcomes. This is the main reason is that E-Portfolios are a tool for personal development. They allow someone to give feedback and keeps track of the personal learning record. E-Portfolios provide an opportunity to support one’s ability to collect, organize, and reflect on his/her learning and practice. It’s a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning.

Works Cited

https://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/eportfolios.html

Digital Learning and Leading Self-Assessment

When searching for a self-assessment online I ran across an assessment that created by the Massachusetts Department of Elementary and Secondary Education. One thing about self-assessments is that for them to be effective and I have to be upfront and honest. The Massachusetts Department of Elementary and Secondary Education assessment in my opinion wanted to know my basic understanding of technology, my beliefs about the use of technology, and how I execute or would execute technology in the classroom.

To my surprise I am actually more knowledgeable in these areas than I realized I was. I have to think that I have the knowledge that I have about technology is because we live in an age where you have to adapt to technology because it is essential in today’s world.  Growing up in today’s world I saw the growth of personal computers, storage devices, software applications, and apps used to communicate digitally worldwide. I can apply what I know and what I have learned in the field of technology as a teacher. I can implement technology based lessons in the classroom to broaden my students’ horizon through technology. I can also help my peers. Some people that I work with especially older people have a fear of technology. I feel with my knowledge and capability I can help them overcome that fear and show them that technology is not as scary as it seems.

Thinking back to my younger days I was in awe in the development of  personal computers and their communicative abilities, the development of the internet and of course the gaming system such as Nintendo.  Thinking back I would not be in my relationship and engaged if I didn’t have my Skype, Facebook messenger and email. My fiancé works on an oil rig overseas so through digital communication I am still able to see him and talk to him even when he is oceans away for 3 months. My nieces and nephews keep me up to date with social apps they use like Instagram, Snapchat, KIK, and Twitter just to name a few. These apps are currently the “in” apps and they truly transforming the social experience across the world.

When I become a teacher especially in this new technology age social world, I would make it my responsibility to make sure my students’ motivation for social growth continue and I will promote positive learning environments with ICT based lessons because that is the way of life today. “ICTs can enhance the quality of education in several ways, by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training” (Noor-Al-Amin, n.d.). I am a firm believer that ICTs can and will increase student’s motivation to learn and also allow them to engage in learning. So many times I walk in classrooms and see teachers just reading out of a book and the kids look lifeless and uninterested. As I teacher I would bring those books to life with the help of ICT. The use of ICT technology will allow my students to create their own creation of the lessons whereas through videos, blogs, etc. I will teach and provide my students with the tools and the opportunity to explore different things technology has to offer but I will also push them to grow their skills pertaining to technology. I want my classroom to be the type of environment that will stimulate, motivate, and inspire my students.

In today’s educational world technology has definitely changed the process of learning. With technology being integrated in some of the curriculum it has offered groundbreaking possibilities not only for the students but for the teachers as well. With these possibilities emerging it can and most definitely will have an impact on student performance and achievement. With technology enhancing the learning practices and the

materials already in the school systems it opens the doors to better teaching strategies and improved academic achievement by students.

In my opinion in today’s school the goal should be to develop an environment of fun, engaged learning and growth among its teachers and students. Working in an elementary school going forward, I will take my past experiences, what I will gain from this course, and what I have learned so far and use them to be the mediator for technology. The crowning achievement I hope to gain will be to receive my master’s and teach technology education.  This would allow me to demonstrate my success and what I have learned and incorporate my lessons based on ICT in an effort to advance the technology changes needed in my school.

 

 

References

Noor-Al-Amin, S. (n.d.). An Effective Use of ICT for Education and Learning by

Drawing on Worldwide Knowledge, Research, and Experience. Department of Education, University of Kashmir

 

 

 

Lesson With Digital Assessment Tool

Lesson/Agenda
Title/ Review: Identifying Author’s Purpose

Objective: To apply the author’s purpose to text evidence using a level J book from Reading A-Z and a formative assessment via Quiz Works

State Standard: Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading/Subchapter A. Elementary 110.12. English Language Arts and Reading, Grade 1
b.1.13.

Reading /Comprehension of an Informational Text/Culture and History. Students will analyze, create inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary perspective and provide proof from the text to support their understanding. Students are expected to identify the topic and explain the author’s purpose in writing about the text.

Procedure:
The teacher will read the objective to the class and discuss the importance of the objective to today’s lesson.
The teacher will then review the definition of author’s purpose and Discuss its importance to reading comprehension.
The teacher and the class will review the definitions of persuade, inform, and entertain.
The teacher and the class will go to the online version of the book http://gcsdstaff.org/kittl/wp-content/uploads/2013/10/Broken-Arm-Blues-J1.pdf

Read “Broken Arm Blues” from Reading A-Z in small groups or whole group.

The class will then have a group discussion on the title, author, and illustrations.

The teacher will then allow the students to get on the computers in the class and tell them to go to https://www.onlinequizcreator.com/broken-arm-blues-quiz/quiz-187919 and take the quiz.

 

Digital Assessment Tool: Quiz Works
Type of Assessment: Formative

Link:  https://www.onlinequizcreator.com/broken-arm-blues-quiz/quiz-187919

Explanation: The digital assessment tool, Quiz Works was selected as a formative assessment instrument. It was selected to measure a student understanding and application of the author’s purpose to text evidence from a book. It was selected because it can be easily accessed. When creating the assessment within Quiz Works, you are able to add and edit questions, type in the answer choices, select correct answer choices, duplicate and delete questions, and edit the assessment even after publication. As the teacher, you are able to jumble the questions, jumble the answers, show the answers, show rankings and time the quiz.

References

Quiz Works. (n.d.). Broken Arm Blues Quiz. Retrieved June 9, 2016, from Quiz Works: https://www.onlinequizcreator.com/broken-arm-blues-quiz/quiz-187919

Reading A-Z. (n.d.). Broken Arm Blues. Retrieved June 9, 2016, from Reading A-Z: https://www.readinga-z.com/books/leveled-books/book/?id=1645

Texas Education Agency. (2010, February 22). Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Retrieved June 9, 2016, from Texas Education Agency: http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html