Engaging Students in Performance Assessment and Reflective Learning

Integrating Technology and Creating Change as Teacher Leaders

    Chapter 11, “Engaging Students in Performing Assessment and Reflective Learning,” examines how teachers and students use technology to evaluate and assess learning. Assessment of student learning can be done in a number of ways. Performance evaluation assesses work done rather than test scores. Performance evaluation activities include student writing, individual and group projects, homework assignments, individual presentations and performances, open book exams, student self-assessments, and teacher observations. A teacher’s digital portfolio is an individually prepared collection of work that communicates who a teacher is and what that teacher knows and is able to do in academic subjects and classroom teaching. Learning portfolios allow students to actively participate in the assessment process. Prior knowledge can be accessed through online surveys. This can assist teachers in decided what material should be taught in a lesson. Students can respond anonymously to teacher questions with student participation software such as clickers. Designing interesting discussion questions is essential in using participation systems with students.

    Chapter 12, “Integrating Technology and Creating Change as Teacher Leaders,” discusses technology integration, educational change, and professional learning networks as the ingredients teachers need to more successfully infuse technology into classroom instruction and professional work. Teachers should determine which learning experiences would benefit from technology integration. Not every curriculum activity requires students to use the computer. There are five technology integration stages: entry, adoption, adaptation, appropriation, and invention. Issues involving technology integration include teachers not wanting to alter their favorite lesson plans, reluctance to use technology with new lessons, and separating students by abilities using computers. Students who have less access to the latest technology is called digital inequality.  the participation gap is the gap of access between low and high-income students. Teachers must use any technological resources available to them.

Part B (20 Points) Select 5 words and/or phrases of your choice from each chapter pages 294 AND pg 322.

1. reflection: being a reflective practitioner by analyzing past experiences to promote professional growth
2. preassessments: a way for teachers to determine what students already know about a topic
3. student participation systems: handheld tools that allow students to input answers and receive instant feedback
4. question-centered instruction: students are asked critical thinking questions and respond using a student participation system; then students then compare and discuss the answers chosen
5. democratic schools and classrooms:  allow for students to contribute to classroom decisions including academic topics
6. educational change: when teachers create new ways to promote student learning
7. inclusion: technology is included in the curriculum but not an integral part of each school day
8. infusion: computers and information technology are an integral feature of teaching and learning
9. social infomatics:analysis of the impact of technological advances and possible lack of access across a diverse background
10. crowd funding: using the internet to raise funds for education

Expressing Creativity with Multimedia Technologies;

Promoting Success for All Students through Technology

    Chapter 9, “Expressing Creativity with Multimedia Technologies,” focuses on presenting and sharing information through the use of multimedia and digital technologies. Multimedia learning happens when multiple media are use to communicate information. Examples are text, data, picture, and video. A multimedia classroom integrates multiple technologies for teaching and learning. Using PowerPoint effectively involves two information presentation design principles: (1) active participation rather than passive viewing, and (2) recognizing who the audience is and what they should leave the room knowing or remembering. Video viewing can be passive unless teacher create opportunities for students to interact with whats happening on the screen. Students at all grade levels can learn academic content by making their own digital picture books and digital videos. Teacher and student-made podcasts and vodcasts generate opportunities for learning through listening or viewing presentations, discussions, demonstrations, and summaries.

    Chapter 10, “Promoting Success for All Students through Technology,” examines computer technologies. Today’s schools are filled with diverse student populations. Culturally and linguistically diverse learners include African American. Latino, and Native American students, students with special educational needs, and students learning English as a new language. All students benefit from a wide and varied range of educational experiences that may be reached through differentiating instruction. A universally designed classroom using technology involves changing the classroom learning environment and/or changing the ways curriculum is delivered. Assistive technologies are tools that make academic material more accessible to students by minimizing barriers while maximizing opportunities for learning.

Part B (20 Points) Select 5 words and/or phrases of your choice from each chapter pages 240 AND pg 270.

1. document camera: projects whatever is beneath it to a larger screen, Ex: Elmo
2. graphic design: how images are arranged
3. webcast: streaming of video and audio simultaneously on the internet
4. concept books: feature photographs on specific topics all related to the same category
5. storyboarding: outlining a story by scenes
6. assistive technologies:  devices that make it possible for disabled students to complete activities such as their nondisabled peers and be included in the general education classroom
7. differentiated instruction: when teachers create different activities to meet the learning needs of all students
8. accommodations: adding supports for students with IEPs while they are still completing the same assignments as their peers
9. modifications: reducing the complexity or rigor of assignments

universal design: how a school can be best structured to meet the needs of its students

Exploring Problem Solving with Software, Apps, and Games;

Communicating and Collaborating with Social Media

    Chapter 7, “Exploring Problem Solving with Software, Apps, and Games,” discusses how software, apps, and games support and promote problem solving and inquiry learning. As teaching methods, problems solving and inquiry learning use real-world issues and situations to engage students. A problem-solving framework asks students to (1) understand the problem, (2) use solving strategies, (3) check answers or results. Educational software includes educational games, composing and calculating software, inquiry and discovery learning software, visual-thinking and concept-mapping software, simulations and virtual reality environments, and digital games for learning. Educational software can be evaluated by how well they promote higher-order thinking skills. The educational impacts of gaming remain intensely debated. Some believe there is little value in games while others argue that games support the development of key intellectual skills. Strategies for using digital games in the classroom include minimizing those that teach isolated skills, not choosing games that are solely based on winning or losing points, discussing game content with students, and actually playing games with students.

    Chapter 8, “ Communicating and Collaborating with Social Media discusses ways that teachers and students can use computers and social media to share ideas and information. Communication and social networking technologies provide ways for teacher to connect with students, promote meaningful learning, and extend academic learning beyond the confines of regular school days. Teachers use digital communications to teach, share information, publish student work, and energize student writing. Since students often send text messages, use that as a guide for teaching about writing and how informal language can be best used. Teacher websites and blogs are a way to communicate with students, parents, and colleagues.

Part B (20 Points) Select 5 words and/or phrases of your choice from each chapter pages 182 AND pg 211.

1. problem-based learning: learning activities centered around real-life issues that need solutions
2. hardware: computer machinery
3. software: program that tells a computer to perform a certain function
4. Bloom’s Taxonomy: classification that distinguishes between different levels of thinking from lower-order to higher-order.
5. badware: software that is not controlled by the computer user that contains pop-ups and advertisements
6. educational networking: teachers using social network to collaborate professionally
7. collaborative learning environment: teacher facilitated student collaboration
8. standards wiki: collection of educational curriculum standards
9. synchronous communications: real-time communication as if participants were face to face, ex: skype, phone conversation
10. asynchronous communication: communication that involves a delayed response, Ex: emails, blogs

Teaching Information Literacy and Digital Citizenship;

Fostering Online Learning with Educational Website and Apps

    Chapter 5, “Teaching Information Literacy and Digital Citizenship,” examines using the internet for teaching, learning and developing information literacy and digital citizenship. There is a vast amount of information available on the internet; teachers must teach students how to access this information. Students must know how to locate and analyze information on the web. Teachers may use specialized search engines that narrow the focus of searches to educationally relevant materials. Search resources specifically designed for students that are age appropriate. Additionally, teachers should discuss digital ethics and proper internet use with students. It is helpful to create a classroom environment that has zero tolerance for bullying and other harmful uses of technology.

    Chapter 6, “Fostering Online Learning with Educational Websites and Apps,” considers information management. Key topics are bookmarking URLs and organizing information on the internet. Information management is the process of organizing, storing, and administering the academic materials and curriculum resources used by teachers and students in schools. A standards connector organizes and stores web-based material need in teaching curriculum learning standards. Advocates of online learning cite the advantages of delivering academic instruction outside the confines of a school day and at less cost to school system budgets. Critics of online learning cite the loss of in-person student-teacher communication and limited opportunities for students to interact with other students.

Part B (20 Points) Select 5 words and/or phrases of your choice from each chapter pages 127 AND pg 154.

1. e-reader: digital reading devices with downloaded version of books, magazines, and journals, ex: Kindle
2. search engines: searches information from millions of websites and webpages on the internet, ex: Google
3. web browser: software that allows your computer to access the internet
4. cognitive load: the way the internet can aid or deter from the understanding of concepts
5. Acceptable Use Policies (AUPs): establish rules for technology use and consequences for violations
6. information management: how data is kept track of
7. bookmarking: saving a webpage for easy access to view later
8. cloud computing: using the internet to store files
9. standards connector: websites connected to the curriculum and organized for teachers
10. blended learning: a mix on online and in-the classroom learning

Transforming Learning with Unique, Powerful Technology; Designing Lesson and Developing Curriculum with Technology

Chapter 3 discusses how technology has made it possible for learning to be unique, powerful, and transformative. Research in science of learning has placed a great emphasis on active student engagement with a focus on metacognitive thinking to establish what has been called a student-centered approach to teaching. There are four theories that teachers and schools use to organize teaching and learning: (1) behaviorism, (2) cognitivism, (3) constructivism, and (4) constructionism. Additionally, the use of digital technologies make critical thinking and problem solving, digital literacies, communication and collaboration, creativity, and digital citizenship possible. Internet site, computer search engines, electronic encyclopedia, and DVDs provide students and teachers wide access to a variety of information.

Chapter 4 “Designing Lessons and Developing Curriculum with Technology” discusses how teachers plan lessons. Lessons should correlate to national and state standards. Lessons should also incorporate technology into the academic content while keeping students engaging. Lesson planning involves three decision by teachers: (1) what to teach, (2) how to teach, and (3) how to know what students have learned. Lessons should focus on objectives and essential questions. The end goal of all lessons should be student success. Effective teachers will use the internet to research additional materials to enhance academic content materials. Teachers must assess student learning; this can be done in a number of ways. Tesh and performance assessments can be used to measure knowledge before, during, and after a lesson. Technology can be used such as computerized tests and digital portfolios.

Part B  (20 Points) Select 5 words and/or phrases of your choice from each chapter pages 70 AND  pg 93.

1. active learning: students are physically doing something that relates to the information
2. transmission teaching: teacher-centered student learning
3. information literacy: the ability of students to know how to navigate their resources
4. media literacy: how student use social media to think critically
5. visual literacy: skills students need to critically analyze visuals
6. lesson design and development: this terms refers to all resources and activities a teacher uses for a lesson
7. academic content: the information that a teacher intends to share with students
8. learning assessments: how a teacher determines how well students are understanding content material
9. essential questions: big ideas that students should grasp over the course of multiple lessons
10. performance assessments: measure student learning through presentations or building models

Becoming a 21st Century Teacher and Understanding Education Technology Issues and Trends

Chapter 1 introduces, skills, talents, and technologies that teachers need to create a true 21st century learning environment for students. Today’s students are growing up in a technology friendly and technology reliant world. Most eight to eighteen years old use some type of digital device daily both inside and outside of school. There are three way teacher can incorporate computer technologies: (1) classroom instruction, (2) at-home activities, and (3) both inside and outside-the classroom activities. Computer technologies such as electronic libraries, textbooks, and teaching tools may be used. Effective teachers will provide students will the skills and knowledge need to work in today’s digital age. As a 21st century teacher, you should also establish a digital identity. This would include your skills and talents, how you integrate technology, and how you model technology use for students.

    Chapter two explores technology by looking at a series of survey questions about the issues and trends that everyday educators face. Technology changes teaching and learning in positive ways: differentiating instruction, motivating disengaged students, creating group and cooperative learning activities, allowing access to information in a variety of ways, and letting students visit places and observe processes that cannot be seen without electronic systems.

A technology-using teacher is often an innovator and change agent in schools. More teachers are using smartphones for educational purposes as well as podcasts, online videos, and other digital media. Students at all grade levels have reported being bored at school, technology creates additional learning formats that can engage students with academic content. Obstacles to integrating technology include tight budgets and school schedules. A technology-using educator is someone who confidently integrates computers and other digital and electronic resources to create highly interactive, inquiry-based learning in schools.

Vocabulary

apps: software that can be downloaded for specific purposes on computers, tablets, and smartphones, ex: interactive world maps in social studies

computer: machine that processes information input by users, ex: Mac computer

digital identity: a teacher’s technological skills, ex: building a multimedia resume

smartphones: cell phones that perform many of the same functions as computers and tablets, ex: Apple’s iPhone

social media: networking sites such as facebook, twitter, and instagram that connect users across the globe, ex: Twitter

instructional practices: how a teacher directly interacts with students, ex: using computers for presentations

Rogers innovation curve: Predicts how people will adapt or respond to new innovations

technology: solutions to everyday problems, ways to make life’s everyday task easier, ex: information and communication technologies

digital continuum: how much access students have to technology, ex: low-income household have fewer of the latest computer technologies

teaching philosophy: a teacher’s ideas about how they teach and how they believe learning occurs, ex: teacher-centered or student-centered

My 21st Century Classroom Educational Philosophy

I seek to facilitate knowledge by provoking curiosity in the minds of my students and guiding their path of self-knowledge through various avenues of learning, including technology-based learning and project-based learning. My goal is to encourage my students to seek answers to their questions. In order to encourage seeking answers, I try to encourage the questions.

Every classroom represents a unique community of learners. Students vary in both abilities and learning styles. My role as a teacher is to provide children the tools to cultivate their own knowledge. To accomplish this goal, I will differentiate learning and teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes their learning relevant. I will incorporate projects, group work, individual work, and hands-on learning in order to make children active learners. Finally, I will tie learning into the global community to help children become caring and active members of society.