Final Reflective Post

I learned a lot of valuable information in my EME2040 class that would help me in my teaching career. The textbook was a helpful tool to me to understand and learn the importance of introducing technology into the classroom, and to learn the diverse web tools that exist to make our lesson more appealing and enhance student learning. It is always good to have a resource such as the book to look back to and learn how to apply technology in the classroom, and to also know that there are also many helpful technological resources that help our special students, such as ESE and ELL students.

Technology is important in education

The discussions that we had over the semester were assignments that enhanced the participation of everyone in the class to comment about different and important topics for us to know as future educators. I think that the discussions worked great to put together everyone’s thoughts and opinions on the topics discussed. On the discussion boards we discussed about the technology that could help students with disabilities to have the same opportunities as others in education, how to incorporate it in the classroom, know that the assistive technology works wonderful to meet the needs of ESE and ELL students, and legal and ethical issues of the use of the internet resources.

Technology is a wonderful in education

Credits to Texas A&M University-Co... On Flickr

I gained a lot of knowledge in this class through the different assignments, which I will be using and developing in my career. My favorite activities were the WebQuest and the Teacher Webpage Portfolio. I believe that WebQuest are a wonderful tool to introduce in the classroom; it helps to enhance student learning by engaging them in fun and educational activities, and the students to explore their skill and learn more about a concept. WebQuests are online inquiries that allow putting information about any topic together. WebQuests provide students with the opportunity to work independently or in small group activities that incorporate research, problem solving, and application of basic skills. The Teacher Webpage Portfolio helps to incorporate all the accomplishments that I have done in this course, and I can always refer back to when I need it. The instructional Wiki is another tool that can be also used in the classroom to inform students about any specific topic. 


Although it was hard to work as a group in the collaborative lesson plan, it gave an idea of what teachers have to do before standing up and teach the class. Teachers need to have a lesson plan before class, and use the state standards to guide the lessons. The Website Evaluation Rubric helped me to understand that there are better educational websites than others, and that as a teacher, I have to evaluate them before letting the students to use it; my favorite website for kids so far is Funbrain, it provides a fun learning environment through the use of games that help students to build on their skills. I absolutely loved the use of Delicious because it allows us to save important links that can be used in the future.

Here are some of my accomplishment in my EME2040 class:

• WebQuest
• Teacher Webpage Portfolio
• Instructional Wiki

Over all, I enjoyed this class. It gave me an insight of how valuable technology is in education, and that it is amazing to see how much it can contribute to student learning. It was hard to work in group projects because of the restricted communication between team mates. I would have liked to work on the lesson plan individually, because the cooperation of the team mates was not equal, and some had to work more than others. The use of the blog is an effective assignment because it encouraged me to read the chapters and make reflections on points that I believe were important to know to incorporate in the classroom. In this course, I also learned to use some of the web tools that I know will be helpful in the future, so I can use them in my lessons to make them more interactive and engage the students. Technology is all around us, and has already impacted the classroom in a positive way. When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning, too.  I have learned, and want to learn more, how to effectively use technology in the classroom and lead my students to a better learning. 


Refernces:

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

Digital Badge #L- Ch. 12. Integrating Technology and Creating Change as Teacher Leaders

Integrating Technology and Creating Change as Teacher Leaders from Janyrod




References:

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

Digital Badge #K- Ch. 6. Fostering Online Learning with Educational Websites and Apps

The three main concepts that I found interesting while reading chapter 6 are:

• WebQuests. 

WebQuests are online inquiries that allow putting information about any topic together. The academic content of any topic in a WebQuest is digital. The teachers can create their own WebQuests to enhance students’ learning. On the WebQuest students can explore the information that the teacher provides, and visit the websites that were preselected for them to focus on any specific topic. I would like to incorporate WebQuests in my classroom. I believe that this online learning activity is really helpful for the students to explore their skill and learn more about a concept. A WebQuest allows the teacher to incorporate activities, informational websites, videos, interactive learning games, and more to enhance a fun leaning environment in the classroom. WebQuests provide students with the opportunity to work independently or in small group activities that incorporate research, problem solving, and application of basic skills. This teacher-created lesson guides student research using the Internet while incorporating skills such as problem solving.

• Online Learning. 

Online learning is the use of electronic media, and educational technology in education. Online learning can occur in or out of the classroom. It is convenient to distance learning and flexible learning, but it can also be used in the classroom with face-to-face teaching. Online education utilizes the Internet or videoconferencing to create learning communities. Course materials are provided on a Web site; email, forums, and chat rooms are used to interact with other students and teachers. It may take place in the classroom; and it may be performed at home, at online access centers, or at a public library. I would use online learning in my classroom, since it can enhance traditional forms of education. Online learning provides hands-on experience using information technologies and makes it easier for students to access learning and customized lessons. By combing online learning with face-to-face teaching in the classroom, the teacher can help the students to enhance their knowledge and build on their skills. I would use interactive websites, educational videos, and learning games to motivate the students and get their attention in the lessons. I believe that by incorporating online learning in the classroom can help students to participate actively in their learning, work collaboratively, develop critical thinking skills, and use different learning styles.

• Educational Websites as Teaching Resources. 

Educational websites are sources found in the internet that contains digital information designed for educational purposes for K-12 students. There are many educational websites to engage the students into interactive learning activities. The educational websites might offer several subjects for different grades, and it is the teacher’s responsibility to choose the ones that can relate to the lessons. I believe that the incorporation of educational websites in the classroom are helpful for the students to keep practicing their skills, engage them in the lessons, and have a better understanding of the subject. I would like to incorporate educational websites that provide educational games because I believe that the students learn more and are more engaged in the lesson by having a fun environment in the classroom. Some of the educational websites that I prefer are:

Funbrain

PBS Kids

ABCya.com





References:

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

Digital Badge #J- Ch.11. Engaging Students in Performance Assessment and Reflective Learning

A digital teaching portfolio, as stated on the book, is a collection of educational and professional materials accumulated in an electronic format (Maloy, p. 279). As teachers, we have to designing a well organized and professional teaching portfolio. This can give us an edge in a competitive job market, and help us score high marks on the school's teacher evaluation form. Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and learning, along with personal and professional growth. The reflective process of portfolio development can be as important as the final product. In many cases, they are used as part of faculty and student evaluation along with other assessment tools such as standardized tests. A portfolio is a sampling of the breadth and depth of a person's work conveying the range of abilities, attitudes, experiences, and achievements.The following website, Center for Teaching, is a great resource to learn more about teaching portfolios, such as what to include in it, general guidelines, and also examples of some portfolios.

The next mind map gives some elements that should be included in a digital teaching portfolio.


 
                                                                    Created on Bubbl.us by Janette Rodriguez


Teachers have to evaluate students’ learning, “assessment is central to the work of teaching” (Maloy, p. 277). The assessment of learning and teaching can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students also depends upon their motivation and commitment to learning. Assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students, but not optimally helpful to their learning and growth. Assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance. There are three elements on assessment:

1. New teacher assessment is how supervisors will assess the new teacher’s work. They evaluate the teacher’s academic and classroom performance. 
2. Student assessment is how a teacher will assess students’ learning and his/her own effectiveness as a teacher. Assign grades, complete report cards, conduct meetings with families, and give written or oral feedback in the form of comments or suggestions about the students’ performance. 
3. Student self-assessment is how students are going to participate in the classroom. Student active involvement in learning helps them to build their own commitment to the school curriculum. 

          (Maloy, p. 277-278)


Preassessments are a way for teachers to know what the students know about a topic. These types of assessments come before introducing a new lesson or topic. Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize the upcoming information. I believe that preassessments are helpful for the teacher to know how to integrate a new lesson with the knowledge that the student already have about any topic. How they process and integrate new information will affect how they remember, think, apply, and create new knowledge. Some preassessments are:

• Pretests 
• Writing prompts 
• Graphic organizers 
• Observations 
• Questions 
• Surveys

References:

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

Digital Badge #I- Ch.4. Designing Lessons and Developing Curriculum with Technology

The following video gives an example of how to create a curriculum on a particular subject.

References:

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

Digital Badge #H- Ch. 9. Expressing Creativity with Multimedia Technologies

Using multimedia in the classroom helps teachers to engage students and provide them with valuable learning opportunities. With the help of multimedia, teachers can present the information to the students combining words and pictures to engage them into the lesson. It is easier to remember a picture than a paragraph, and a video gives more real time knowledge than an oral explanation.


 

References:

Educational Technology Network (2009). Classroom Podcasting/Vodcasting. Retrieved October 19, 2014, from http://www.edtechnetwork.com/podcasting_vodcasting.html 

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

Digital Badge #G- Ch. 10 Promoting Success for All Students through Technology

The school society is so diverse, containing people from different cultures, and that might differ in race, language, values, and beliefs.

Technology for Teaching Diverse Students

Image from: Multiculturalism in the Classroom, by Rhodes 

As I mentioned before, schools today have a student population that is multicultural; meaning that there are students from diverse cultures of different races, with different values, beliefs, and different learning abilities. All students should have equal opportunities to learn in school despite their race, social economic status, ethnicity, or cultural characteristics (Maloy, p.246). Teachers need to introduce technologies to increase their capacity to provide support, choice, and flexibility to students. Technology can also help and support the students’ learning based on their different abilities to speak, see, hear, write, and understand English. To teach students effectively and appropriately with the use of technology, requires careful selection of the tools that are going to be used in class., plan purposefully, and have thoughtful implementations. With the help of technology, teachers can create activities for the students to work together regardless of their culture, race, language, and gender boundaries. Some of the examples that the book gives to promote multiculturalism are to create class websites and blogs, work together in teams, and do research and projects together using computers (Maloy, p.247).

Differentiated Instruction (DI)

Image from: Evidence-based and Differentiated Instruction, by UAB

All students learn in many different ways; regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking. DI is a model of instruction in which teachers create different ways to teach their students and meet their learning needs (Maloy, p.248). Based on this, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom. Teachers use differentiated instruction to match activities and assessments with their students' interests, abilities, and learning preferences. When a student does not fully understand an oral presentation, then the teacher needs to incorporate to that presentation some images, videos, and hands-on assignments to engages that student into the lesson (Maloy, p.250). The following article, What is Differentiated Instruction?, lists some classroom elements to know the students’ readiness, interest, and learning profile to use differentiated instruction.

   
      Video:Differentiated Instruction, by ASCD

Assistive Technology to Reach Diverse Learners

Image from: Great Assistive Technology for Disabled People, by Medipally 

Assistive technology is any devise that helps students with exceptionalities, or those students that have any learning disability to maintain, or improve their abilities. Teachers use technology to enhance learning, and it is an effective approach for many children. Assistive technology makes it possible for students with any learning disability to experience greater success when they are allowed to use their abilities to work around their disabilities. The following article, Assistive Technology Devices, gives an extraordinary list of examples of assistive technology devices that can be used in the classroom to reach the students’ needs, and help them to increase their participation, achievement and independence. The next video makes it easy to understand better what assistive technology is, and give some examples of where to find assistive devices and decide which ones are better for any disability.

References:

ASCD. (2014). Differenciated Instruction. Retirved from http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx

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

Medipally, R. (2014). Great Assistive Technologies for Disabled People. Retrieved October 12, 2014, from https://digitalsoon.com/880/great-assistive-technologies-disabled-people.htm

Rhodes, L. (2010). Multiculturalism in the Classroom. Retrieved October 12, 2014, from http://www.piedmontparent.com/articlemain.php?Multiculturalism-in-the-Classroom-1090

UAB, School of Education. (2014). Evidence-based and Differentiated Instruction. Retrieved from http://www.uab.edu/education/rti/2013-03-20-20-47-04/evidence-based-and-differentiated-instruction