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Slide Notes
Welcome to this technology presentation! Id' like to thank you for taking the time to access this online and want to assure you that we will be answering the exact question presented here on the screen. Instead of telling about what could happen when technology is integrated, you will be given clear examples of technology integration within lesson plans, links to current research, and information to develop an understanding of the pedagogy related to technology integration.
Improving Learning
Published on Jan 13, 2016
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PRESENTATION OUTLINE
Improving Learning
How can we make a difference for our students?
Welcome to this technology presentation! Id' like to thank you for taking the time to access this online and want to assure you that we will be answering the exact question presented here on the screen. Instead of telling about what could happen when technology is integrated, you will be given clear examples of technology integration within lesson plans, links to current research, and information to develop an understanding of the pedagogy related to technology integration.
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Think about these questions:
- How can we improve student learning?
- Is technology the answer?
Before we get too far, let's take time to reflect on two very important questions. First, think about the question how can we improve student learning? Secondly, think about whether technology can help you improve student learning? Is it really the answer? Or is it just a fad?
We all want our students to love learning
We all can agree, we want our students to love learning and be life long learners. But we have a lot of questions associated with that as well.
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We have questions like
- What tools can we use?
- How can we improve our teaching?
- Do we need new skills, or training, to improve student learning?
- What more can I do?
We have so many questions about how to improve student learning and help our students love to learn. These questions are daunting for new, and seasoned, teachers. We have so many great tools to integrate into our instruction and we want to make the magic happen now, just as we read in those articles.
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4th Grade Spanish Unit
about family
Before we stress ourselves out with all of our questions, let's take a look at a standard 4th Grade Spanish unit. In this unit, students learn vocabulary and phrases so that they may create and verbally describe their family tree.
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Standards
- NNLPK-K:2 Students show skill development in presentational communication by…
There are three standards associated with this unit. They are designed by the American Council on The Teaching of Foreign Languages. On the following slides, the evidence for each standard is further described.
Evidence:
Reciting (e.g., songs, poems).
Repeating words for colors, numbers.
Repeating alphabet letters or characters.
Evidence:
Reciting (e.g., songs, poems).
Repeating words for colors, numbers.
Repeating alphabet letters or characters.
Standards
- NNLPK-K:8 Students show understanding of how knowing another language and culture influences lifelong choices by…
Evidence:
Participating in games and activities of the target culture.
Responding creatively to learning challenges (e.g., art, music, etc.).
Participating in games and activities of the target culture.
Responding creatively to learning challenges (e.g., art, music, etc.).
Standards
- NNLPK-K:9 Students employ appropriate social strategies in language learning by...
Evidence
Using peers to practice and validate language use.
Cooperating in a group or partnership to maintain an environment of safety, confidence, mutual esteem, and support.
Responding constructively as members of a partnership, group and audience.
Using peers to practice and validate language use.
Cooperating in a group or partnership to maintain an environment of safety, confidence, mutual esteem, and support.
Responding constructively as members of a partnership, group and audience.
Procedure
- Copied packets
- Games for practice
- Make family tree
This unit is a staple in this classroom and, while the teacher is thrilled to see students learn the vocab, there's something missing. This unit does provide a perfect example of gradual release of responsibility just as we learned in our training. Also, the way in which students are interacting with the content provides multiple opportunities for practice and students gain enough skills to independently complete their family tree.
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We come from different families
and that's okay...
However, it is important to remember that students come from many different families and that is highlighted in this unit. This a wonderful opportunity to discuss these family traits but it also adds extra pressure on some students that feel uncomfortable describing their family. At the end of the unit, students work individually to draw their family trees on poster paper and share with the class.
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Technology can improve student learning
Within her article for Edutopia, Vanessa Vega (2013) states that "At the heart of effective technology integration practices, digital technologies offer learners greater opportunities to be more actively involved in the learning experience." However, it is important to keep in mind that simply using a computer and projector is not going to achieve the same outcomes that meaningful, purposeful, integration can.
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TPACK
Technological pedagogical knowledge
There are two common ways to work to integrate technology in the classroom. The one we will focus on first is TPACK. This framework clearly connects pedagogy and content knowledge that we already have from our training and guides us to pair technology tools to enhance instruction and student learning.
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"'Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing a sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework' (p. 134)"
(Archambault & Barnett, 2010, p. 1657).
Leanna Archambault and Joshua H Barnett share this powerful quote from the developers of the TPACK framework, Koehler and Mishra, within their article. This quote drives home that idea that we cannot call using our projector to beam information at students technology integration. We must do more and we can do more. We have the understanding of how to teach content, and extensive content knowledge, so all that is left is having an variety of tools to integrate into multiple lessons and pair accordingly.
SAMR
Now, I mentioned that there are two methods for technology integration, one being TPACK, and the other is SAMR. SAMR stands for Substitution, Augmentation, Modification, and Redefinition in relation to how technology integration changes the way in which students engage with their learning. Krista Moroder (2013) explains that "I want to preface this by saying that I think SAMR is incredibly valuable in my own work, especially when I am evaluating the usefulness of tool." So, in theory, we can apply that process to the original lesson plan I presented.
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ISTE Standards for students
- 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
In this new-and-improved lesson plan, we are going to incorporate three ISTE, International Society for Technology in Education, standards for students. The teacher will know that students are demonstrating this standard when they:
A. Apply existing knowledge to generate new ideas, products, or processes.
B. Create original works as a means of personal or group expression.
A. Apply existing knowledge to generate new ideas, products, or processes.
B. Create original works as a means of personal or group expression.
ISTE Standards for students
- 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
The teacher will know that students are demonstrating this standard when they:
A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
B. Contribute to project teams to produce original works or solve problems
A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
B. Contribute to project teams to produce original works or solve problems
ISTE Standards for students
- 3. Students apply digital tools to gather, evaluate, and use information.
The teacher will know that students are demonstrating this standard when they:
A. Plan strategies to guide inquiry.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
D. Process data and report results
A. Plan strategies to guide inquiry.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
D. Process data and report results
Procedure
- Learn new vocabulary and phrases
- Play Kahoot! for practice
- Use Google Drive to work in groups
- Present a Literary family tree using Google Slides
This technology integrated unit allows for the same practice and skill development that was seen in the previous unit but in a way that is more engaging for students and enhances their learning. Students use Kahoot! and Google Drive to practice and develop skills so that they may share their family tree. One thing to point out is the Literary aspect of the family tree. In this new unit, students will be basing their family tress on families from their favorite books. By doing so, students can still practice these skills but do not feel the spotlight on their personal lives.
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Why integrate Kahoot?
- Accesible from any device
- Competitive game play
- Instant Formative Assessment
- Moves task to Augmentation
- Learning experience is closer to the middle of the TPACK Venn Diagram
Why integrate Kahoot? The simple answer is that students just love playing the game. But the list goes far beyond a love for the game. This is an online-based tool that can be accessed from any device. It also encourages students "to be leaders by researching, creating and presenting quizzes" (Bharti, 2014). This helps the teacher to flip the classroom and allow students to take the lead in their learning. Kahoot also "saves the result of every quiz played over the platform. When learners start quizzing they need to enter their nickname and their recorded scores are saved in their profile" (Bharti, 2014). By doing so, the teacher is able to compile formative assessment data. The instant feedback within Kahoot shows the teacher what reteaching needs to occur.
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Why integrate Google Drive?
- Accesible from any device
- Students can work from anywhere
- Easy to enter teacher comments
- Moves task to Augmentation
- Learning experience is closer to the middle of the TPACK Venn Diagram
When I taught this lesson in my class, I was shocked by how using Google Drive changed the way in which my students worked with the content and interacted with each other. One day, a student was out sick and was still able to work with his group from home because he was able to log into is school account from his computer. He commented in real time while his group worked in the classroom. Another great moment that happened from using Google was that a group reached out to an author via email and received information from her that helped them complete their task. It was so exciting to see how this simple tool we have in our classrooms everyday could change the way my students worked with content.
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So...
what other tools are there?
There are a lot of tools out there in the technology sphere. To name them all would be impossible. One Web 2.0 tool that I would suggest for struggling writers would be (http://storybird.com/). This is a book maker in which students pick a mentor author and drag and drop images into their book. Then, using the image, students write narratives, poetry, or any genre you may be studying in their classroom. This can help take the stress off "what do I write about" by getting hints from a mentor author and a really thought provoking image.
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Untitled Slide
Harris, Mishra, & Koehler explain how many technology-based learning activities developed in the past lack "emphasis upon content and pedagogy" and "illustrate an incomplete and comparatively superficial form of TPK" (2009, p. 399). The examples provided include keypals, skype conferences, blogging, and powerpoint. This can be frustrating to think of the tools we are so accustomed to using. This in no way means that we cannot continue to use these tools but perhaps we can do more.
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Class...
Make me a model.
Harris, Mishra, & Koehler provide a list of technology-integrated activities and one involves making a model (2009, p. 410). In a math lesson, one could ask students to create a floor plan of a room on paper OR they could ask students to make a floor plan using Floorplanner. This simple drag and drop tool allows students to experiment with dimensions, home functionality, and create their ideal space. By using this tool, the teacher acts as a guide and allows students the opportunity to explore their learning. Of course, one would follow the same gradual release of responsibility idea and conclude a lesson with this learning opportunity. This would provide a summative assessment of whether students understood the learning objectives for that particular lesson.
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Pat yourself on the back.
We've covered a lot!
In this workshop you've:
Learned about methods of technology integration.
Seen how a "regular" lesson plan can get a little technology pizzazz.
You've had an introduction to some new research and ideas on technology integration.
You learned about other tools that you can start using in your classroom today!
Learned about methods of technology integration.
Seen how a "regular" lesson plan can get a little technology pizzazz.
You've had an introduction to some new research and ideas on technology integration.
You learned about other tools that you can start using in your classroom today!
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https://hannahstoolbox.blogspot.com
To access more info, Visit my blog
I'd first like to say that I cannot wait to see what researching and instructional techniques you all try after participating in this workshop. If you'd like to see more information, visit my blog, www.hannahstoolbox.blogspot.com to see links to recent research on the topic of educational technology integration. If you have specific questions, please do not hesitate to reach out to me--I love to share what I learn and learn more from each of you.
Thank you for your participation!
Thank you for your participation!
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