Digital Blog Post #I - Chapter 4 - Learning objectives.

Three main concepts from Chapter 4 I would like to share in today’s post are academic contents, student learning objectives, and learning assessments.

Academic content is sometimes pre-established by the state and national standards. I, as a future educator, agree with this idea, since I understand the importance of teaching contents that are about the same level for specific grades, so that we have an educational uniformity across the country, while, at the same time, I would like to have some freedom and room for creativity and leadership when teaching my students.

Student learning objective is broken down in our textbook as follow: tell who is going to do what, when, how much or how often, and how it will be measured or evaluated (p. 78). Simple as that! I would not rephrase it any other way. I would plug in my class content into that equation to obtain a perfect student learning objective. Although I find old and boring to set student learning objectives, it serves as a specific guide for students and educators to be prepared for the class, and to follow teaching methods, in order to achieve the desired goals.

When it comes to measuring students’ understanding and knowledge, I would distribute learning assessments randomly before, during and after class to keep a balance and a surprise factor. I love that technology enables the educator to prepare electronic tests, and to update and share grade-keeping easily. 

Please, watch this fun video, created by "dairelyr" (myself) in powtoo.com

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #H - Chapter 9 - Multimedia, PowerPoint, and videos in the classroom.

Lets talk about multimedia, PowerPoint, and videos in the classroom.

Multimedia in our textbook is defined as the use of visuals, text with audio, simulations or models, together with the spoken part of the classroom (p. 217). I find multimedia to be of great help; it wraps up the class structure, by helping with organization; and it serves as a learning and memorizing tool for students. I, for example, am a visual learner, and will retrieve information more effectively when learned with the support of visual media. 

PowerPoint, which has been around for decades now, play a huge part in this matter. Most classes displayed in a PowerPoint format. From my work experience with first graders, I can say that positive aspects of it is that the teacher can go back and forth as needed; and as a college student, I LOVE that I can go back to class material any time online. 

Moving forward, use of video in the classroom can be favorable, as long as the teacher chooses the right matter. I would review videos before presenting them to my students. Videos can be used to reinforce what has been taught. Videos can also transmit a message coming from a different voice, a different person, providing a second opportunity for the student to absorb the subject.

Watch this fun video, created by "dairelyr" (myself) in powtoo.com

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #G - Chapter 10 - How and how much technology to use in the classroom.

Today I am going to go over three concepts that are related to technology use in the classroom, based on how, and how much it is needed. These concepts are technology use with Linguistically Diverse Learner, universal design for learning, and adaptation for classroom learning with technology.

Using technology with Linguistically Diverse Learner, still gives learning opportunities to English speaker students. As an example, iReady uses big pictures and phonics on activities like finding rhyming words. This method will help students who need to learn the words by associating visual and auditive parts of the lesson. Still, it has the same impact for English speaker students.

Universal design for learning is mainly the use of different representations, expression, and engagement. The objective here is that students have different ways of learning the subject. Perhaps, besides using letter-by-letter spelling, the educator might add rhyming words, and pictures, so that students understand, learn, and memorize the subject.

When making adaptations for classroom learning with technology, the educator plays a designer roll, and is to evaluate and decide what type of accommodations is suitable for specific students: low-tech, with no digital material; mid-tech, with the use of some digital material; or high-tech, which includes the use of computers in the classroom. But whether the  student is more or less capable to use technology, I think modern educators should push students in that path, since technology is moving forward rapidly, and like it or not, our functionality, individually or in groups, is becoming more and more dependable of technology.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #F - Chapter 8- Electronic communication.

Today’s post is going to be dedicated to reflect about the following concepts: teacher-students electronic communication, textspeak or digitalk, and websites and blog-building resources for teachers.

Electronic communication between teachers and students is stablished through the use of electronic mail (email), text messaging, teacher or classroom websites, blogs, online discussions, and wikis. In my experience, I think the most appropriate and convenient type of electronic communication is electronic mail, as it allows to first create drafts, and you can attach files. Data from emails is easily transferred to other formats or forwarded. text messaging is seemed still as “informal”, but I find it to be very efficient, and it featured options for quick response or feedback. On the other hand, textspeak or digitalk, does not promote the good use of the English language, but it does give room to student groups, such as adolescents, to express as friends do, using abbreviation, symbols, and pictures. It does not mean that the communication is not going to be thoughtful, but instead it is going to flow freely.

Websites and blog-building resources for teachers, as it is to be expected, goes from basic to fancy. There are some free, and others that you have to pay. I would choose a free, reassembled format that still offer the what an educator need to communicate with students: emails, online discussion board, instant messaging, and discussion forums. I would try to stay away from the .coms, since advertising can be distracting and inappropriate  for students.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #E - Chapter 7- Softwares use

I would like to make a reference to the following concepts after reading Transforming Learning with New Technologies, chapter 7: (two) types of softwares, evaluation criteria, and gaming.

As a new Mac user, I am getting used to Yosemite X, which is my operating system. This falls into the system software category. At first, I have to admit that it was somewhat confusing. I had to rewire my brain after using Microsoft for so many years. Switch everything else, I have my likes and dislikes when it comes to comparing both softwares, but being realistic, I have to stick with Microsoft, since it is the system software that most public schools use, based on the cost of computers and devices that use this system software, I am assuming. The same way, I usually have to export all of my work done in Pages, which is the my word processor application software, to Microsoft Word; this last one being quite popular and accepted in most schools and work places.

The educator is responsible for the finding and evaluation of application software that students will use. The evaluation criteria lays on the educational impact an app would have for the students. For example, i-Ready testing is used mostly to screen the students and determine which content and testing style is adequate for each individual. What I personally like about it, and this is the reason why I would rank it as a high-quality software, is that if the student fails a couple of questions consecutively due to the content or testing style, this software backs down the level of intensity in order to customize the testing for the student specifically.

Now, moving forward on how to get the students to engage on educational activities related with technology, there is only one word I can think about: gaming. Digital games have become popular for all ages, and it is here to stay. There’s no going back. Game play affects the students psychologically and sociologically. And there’s nothing wrong with having some fun while learning. In fact, playing is the most effective learning method in my opinion. I would like to mention perhaps, Starfall, a free online resource for educators, students, and parents to address learning from kinder to second grade through interactive online games.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.