MAT 675 Week Four Assignment 4B

Takeway Tech Tools

During my recent graduate course, MAT 675 Integrating Multimedia, I read the book Integrating Technology in the Classroom, by Boni Hamilton. One of the chapters that I really enjoyed and learned a lot from was, Chapter 3 “Paths to Technology Integration.” 

This chapter discusses how technology can help further understanding of curriculum using digital tools. Integrating technology in the classroom should begin in small steps. “Begin with short, simple ideas that can build flexibility and confidence, particularly if you are a novice with instructional technology,” (Hamilton, pg. 36.) 

In addition, the author also discusses that there are many great tools but limited time to learn about them. She goes on to state that it is important to “help students get past the novelty of new tools by implementing one new tool per grade level in your school. Each grade level can concentrate on one new tool, allowing students to become experts with it. With tool mastery, they will pay more attention to the content of their project than to the glitz of the tool,” (Hamilton, pg. 37.) I think that is an exciting idea because students learn and build a variety of technological tools in which they will become experts at using.

Integration Approach:

In this section of the chapter, the author discusses that teachers will integrate technology in to their classrooms by beginning with “tools that best fit their styles, classroom contexts, level of confidence, and students’ abilities” (Hamilton, pg.39.) The author also goes on to say that no teacher is an expert in all technology so it is important to start with tools that best meet your needs. In addition, it is also important to concentrate on what the students need to know or what they should be able to accomplish by the end of the lesson or unit.

Types of Integration Approaches:

In this section of the chapter, the author discusses various ways to integrate technology in to the classroom. Below are some of the suggestions:

• Instructional Uses:

“For some teachers, the easiest entry to using technology is to model it first as an instructional tool and then advance to student demonstrations with technology” (Hamilton, pg. 43.) This type of integration has low level risk and can stretch students thinking. However, this type of integration can also sometimes frustrate students. 

•   Software and Websites:

Often viewed as the safest way to monitor students while they are on the computer and combining technology in teaching. In addition, there are several interactive educational websites for teachers and students to enhance learning. 

• Noncomputer Tools:

Noncomputer tools are digital cameras, video camera or audio recorders. Many teachers start their students out using these types of tools before introducing their students to computer tools. 

• Teacher-Directed Projects:

Teacher-Directed Projects are simply that, teacher-directed. They include, drawing on the computer, making slideshows (with a program template), and are scaffolded for future in-depth projects. 

• Web 2.0 Tools:

Web 2.0 tools are internet-based tools that allow students to be a consumer and producer of information. Students are able to create content (such as blogs, wikis, etc.) and publish it. In addition, students are able to collaborate with others in the classroom and around the world.

• Technology Centers:

These centers are typically content-based while incorporating digital tools. “The advantage of classroom technology centers are that teachers can easily promote equitable access with limited access to technology, involve all students in using digital tools every day, support ongoing projects, and place students in charge of their own work,” (Hamilton, pg.45.) 

• Collaboration with Colleagues:

Often times teachers will work together to plan for, implement, and evaluate technology use. “Collaborations divide the work and time spent on tasks while increasing teachers technology capacities, “(Hamilton, pg. 52.) 

• Project-Based Learning:

In PBL, students investigate and respond to a complex question or challenge. Students research, consult, and develop ways to convey their answers to their peers.

            As you can see this chapter had a lot of useful information on the various paths to technology integrations. How you choice to integrate technology in your classroom is entirely up to you. I hope you found this information useful and I hope that it helps you to integrate new technology in your own classroom.

Best Regards,

Julie Love

References:

Hamilton, B. (2015). Integrating technology in the classroom: Tools to meet the needs of every         student. Eugene, OR: International Society for Technology in Education.

Problem / Project-Based Learning

Problem / Project Based Learning: 

Project Based Learning is a very engaging and effective way for students to take part in the learning process. 

Project Based Learning involves the following elements: 

• presenting an authentic problem to explore 
• providing academic rigor 
• allowing the students to work together in a structure manner 
• teacher becomes more a facilitator and students take more control 
• many opportunities for various assessments 

Below is an example of a Project Based Learning Lesson that I created for Kindergarten students. I believe that the activity that I planned is a fun and engaging lesson for my Kindergarten students. As a fellow educator, I hope you also find the elements of this lesson plan effective and engaging. 

Lesson Plan Design          

Subject: Science                         Grade: Kindergarten                          Lesson Topic: Project Based Learning “How to Care for a Classroom Turtle?”

Introduction:

Grade: Kindergarten California Common Core State Standards: Kindergarten Reading Standards for Literature: K.RL. 1 With prompting and support, ask and answer questions about key details in a text. K.RL.10 Actively engage in group reading activities with purpose and understanding. Kindergarten Writing Standards:  K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Kindergarten Speaking and Listening Standards: K.SL. 5 Add drawings or other visual displays to descriptions as desired to provide additional detail. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. Kindergarten Math Standards: K.CC 3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). K.MD 1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Kindergarten Science Standards: K.LS. 2 Different types of plants and animals inhabit the earth. As a basis for understanding this concept:  a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs)

Rationale: “The California Common Core State Standards: English Language Arts & Literacy “anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.”

Learner Outcome(s)/Objective(s): 

Learning Objectives: Kindergarten students will learn how to prepare for a classroom pet (a Red Eared Slider Turtle.) Their driving question will be “How to Care for a Classroom Turtle?” Students will be able to determine what kind of home the turtle will need; what type of care the turtle will need; what kind of food the turtle eats; and how often the turtle needs to eat.

Rationale: This Project Based Learning activity, engages students to take part in their learning. Students will collaborate and investigate the driving question, “How to Care for a Classroom Turtle.” Students will work in groups to create a product centered around this question. Each group will create a different product.

Differentiation, Adaptation & Accommodation Strategies:  

Modifications for all ELL: Prior to the lesson, I will meet with all of the ELL students during English Language Development group time. I will use pictures to help these students, to visualize the words that they will need to use for their “How to Care for a Classroom Turtle?” Modifications for Special Needs: I will make similar modifications for the Special Needs students similar to those made for the ELL students. Instruction will be spoken slowly, clearly, and repeated. I will discuss things that a pet turtle will need and will use pictures. I will also use positive reinforcement, concrete reinforcement and will check for understanding throughout the lesson. Modifications for High Achieving Students: To actively engage high-achieving students, they will be encouraged to help their groups think of additional things a pet turtle needs. Modifications for Low Achieving Students: All students will be required to participate and complete the activities. I will repeat the instructions for these students. I will discuss general things that a pet needs. I will assist the students in recalling this information as they are working on their project. All students will be encouraged and praised throughout the lesson to help motivate them. In addition, I will frequently check for understanding.

Rational: Instruction will be spoken slowly and clearly to ensure that the ELL student comprehends the information before moving forward with the activities. ELL students are completing school work while also learning a new language. These students may need additional time to complete activities. Rational: Instruction will be spoken slowly and clearly to ensure that the special needs student comprehends the information before moving forward. Special needs students may need to take breaks during the lesson. Rationale: It is important challenge high skill level students to keep them actively engaged. By challenging these students to be leaders and help their groups, they can also model and help lower achieving students understand the material. Thus in turn will further advance their knowledge and skills. Rationale: Students will be monitored throughout the lesson to make sure they are on task, and understand the project. The students will also be encouraged and praised to help motivate them.

Resources:

For this lesson the following resources are needed: Poster board Different colored construction paper Scissors Glue Pencils/Markers/Crayons Computers iPads Internet Teacher Co/Teacher Parent Helper

Rationale: Material used must be prepped and ready for the lesson. The resources and material must match what is being taught and what items the students will need in order for them to successfully complete the lesson.

Learning Activities:  Explicit Teacher Instruction

Introduction I will explicitly explain to the students that today we're going to learn how to prepare for a classroom pet (a Red Eared Slider Turtle.) They will be given a driving question, “How to Care for a Classroom Turtle?” Explicit Teacher Instruction: I will clearly and directly speak and model what the Science Lesson will be on today. Whole Group Lesson: I will begin the lesson by reviewing what kind of home the turtle will need; what type of care the turtle will need; what kind of food the turtle eats; and how often the turtle needs to eat. Throughout the lesson, I will ask the students questions to check for understanding. After I have discussed things a pet turtle needs to survive, I will then discuss and demonstrate a sample of the four different activities that the students will be creating on “How to Care for a Classroom Turtle?” Check for Understanding: I will check for understanding during the Whole Group Lesson to determine who can recall things that a pet turtle needs to survive. I will constantly monitor for understanding and provide feedback and help as needed.

Rationale: It is important to explain, model, demonstrate and check for understanding throughout any lesson. Clear and direct instruction, enable the students to know exactly what the learning goal is and what they need to do in order to achieve the learning goal.

Learning Activities: Guided Practice/ Collaborative Practice

Kindergarten students will learn how to prepare for a classroom pet (a Red Eared Slider Turtle.) Their driving question will be “How to Care for a Classroom Turtle?” Students identify a problem: Students will have a new classroom pet and will need to determine what things the pet will need to survive. They will find out what kind of home the turtle will need; what type of care the turtle will need; what kind of food the turtle eats; and how often the turtle needs to eat.             Students PROVE this is a problem via research Students will work in their 4 reading groups to collaborate together what they know about turtles and what information they need to learn in order to take care of a Red Eared Slider Turtle. Since the students are in Kindergarten, they will then ask the teacher to help look up the information, that they have determined they need to know, on the classroom computers and/or iPads. Students will find a solution: Each group of students will then write and illustrate “How to Care for a Classroom Turtle” One of the four groups will create a poster One of the four groups will create brochure One of the four groups will create book One of the groups will perform a skit Students present information to the class (part of assessment). Each group will present their learning product of information to the other 2 Kindergarten classes. Check for Understanding: Throughout the learning activity I will monitor each group to check for understanding. I will also check for students who are struggling and may need additional help in identifying the information or formulating an opinion. I will provide feedback and help as needed.

Rationale: Students will collaboratively talk and work in their reading groups to complete the “How to Care for a Classroom Turtle” project.  In this Project Based Lesson, students will work together using prior learning, creative writing, artistic talents and communication skills.

Independent Practice:

Reflection/ revision (how to improve, what they learned). During Writing Centers, each student will then independently write and illustrate what they learned about “How to Care for a Classroom Turtle.” Check for Understanding: I will check for understanding to determine which students can recall key details that they learned from the project. This information will be used to determine which students need additional support.

Rationale: Students will further develop their knowledge of reading informational text (with support.) In addition, they will further develop their ability to identify the main topic of the story and recall key details. Through Independent Practice, I will be able to evaluate if a student is able to recall and write about what they learned from the Project Based Learning Activity.

Assessment and Evaluation: 

Assessment and Evaluation:  Students will be assessed informally on their presentation of their product when they present their learning product of information to the other 2 Kindergarten classes. Students will be assessed informally on their on their writing, when they independently write and illustrate what they learned about “How to Care for a Classroom Turtle.”

Rationale: The informal assessments will determine what the students learned from the Project Based Learning activity. The informal assessment will also reveal which students need additional support.

Closure:

The informal assessments will determine what the students learned from the Project Based Learning activity. It will also reveal which students need additional support.

Rationale: This type of metacognitive thinking helps students to understand the process in which they learn a new concept.

Digital Literacy

What is digital citizenship?

Digital citizenship refers to a person using information technology (IT) to engage with others.

What is Digital Literacy?

According to Wikipedia, “it is the ability a person has to access both information and communication through a tool of technology, including (but not limited to) smartphones, tablets, laptops, and traditional desktop PCs.”

So what are some elements of digital literacy?

·         Cultural – the context in which the literacy is found

·         Cognitive – how do we think when using a device

·         Constructive – using technology in a constructive way

·         Communicative – using technology to increase communication

·         Confident – confidences to explore/use/master/learn technology

·         Creative – using technology to test out a new ideas

·         Critical – the ability to look at the technologies you’re using in a  critical way

·         Civic- using technologies available for the greater good

“The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world.” – Elizabeth Rich

21^st Century Skills:

Learning Skills:

·         Critical Thinking

·         Creative Thinking

·         Collaborating

·         Communicating

Literacy Skills:

·         Information Literacy

·         Media Literacy

·         Technology Literacy

Life Skills:

·         Flexibility

·         Initiative

·         Social Skills

·         Productivity

·         Leadership

How do you describe yourself as a learner in the 21st Century?

As a student and a learner in the 21^st Century, I have used various types of technology both personally at home, as a student, and as a teacher. At this moment we have more technology than ever before. With that said, technology is also changing and advancing at a rapid pace. In order to stay connected with the lasts trends and resources, I am constantly learning about new technology and ways to use it. Some ways in which I have learned in the 21^st Century include using tables to read books; attending online classrooms; submitting assignments for personal life, work life, and life as a student electronically using various types of technology.

How do you describe yourself as a teacher in the 21st Century?

I would describe myself as a teacher in the 21^st Century because I strive to create in learning environment for my students that is reflective of their learning styles, interest, and culture. In addition, I also allow for a variety of ways in which students can demonstrate their learning. One way in which I do this is through Project Based Learning activities. I also am constantly learning about new technologies and ways to use it in my classroom. I connect and work collaboratively with my colleagues to learn about new technology, methods and strategies to use in my classroom to engage my students. Lastly, I am a lifelong learner and continue each day to seek and learn new information in order to be the best teacher I can be for my students.

Characteristics of a 21st-Century Teacher:

·         Learner-Centered Classroom and Personalized Instructions

·         Students as Producers

·         Learn New Technologies

·         Go Global

·         Be Smart and Use Smart Phones

·         Blog

·         Go Digital

·         Collaborate

·         Use Twitter Chat

·         Connect

·         Project-Based Learning

·         Build Your Positive Digital Footprint

·         Code

·         Innovate

·         Keep Learning

References:

Digital literacy. (2018, March 03). Retrieved March 10, 2018, from https://en.wikipedia.org/wiki/Digital_literacy

E. (2014, May 21). The 8 Pillars of Digital Literacies. Retrieved March 10, 2018, from https://www.educatorstechnology.com/2014/05/the-8-pillars-of-digital-literacies.html

Rich, E. (2017, January 17). How Do You Define 21st-Century Learning? Retrieved March 10, 2018, from https://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

What are 21st century skills? (2016, October 03). Retrieved March 10, 2018, from https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

15 Characteristics of a 21st-Century Teacher. (n.d.). Retrieved March 10, 2018, from https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher