New Designs for Learning
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The document discusses various methods for integrating technology into teaching in classrooms with limited technological resources. It describes strategies like having students assist each other to create digital products, using technology to record lessons for classmates, and gathering around a single computer to collaboratively explore educational tools and materials. The document also cites a report that identifies nine key areas where technology can be used to support teaching and learning, such as building conceptual understanding, addressing misconceptions, fostering inquiry, and differentiating instruction.
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The document discusses new literacies involving skills for online collaborative inquiry, reading comprehension, and content construction. It defines these terms, providing examples of how they involve problem solving, evaluating information from multiple sources, and constructing knowledge through digital tools. The document also recommends administrative roles to support new literacies, such as encouraging teacher websites and professional learning networks, requiring blended lessons, and investing in professional development over technology alone.
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- Using learning management systems for asynchronous communication between teachers
- Learning some technologies from students and understanding your own limitations as a teacher
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- Using tools like Google Docs for students to collaborate on projects remotely
- Leveraging video conferencing to open up the classroom to other classes and experts
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- Using learning management systems for asynchronous communication between teachers
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- Steps for troubleshooting technology problems in the classroom
- Using tools like Google Docs for students to collaborate on projects remotely
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This document outlines a teacher training course at the Christ Church Cathedral Primary School in Lagos, Nigeria on the pedagogical use of information and communication technologies (ICT). The course aims to teach teachers how to effectively integrate technology into their classroom lessons to address issues like limited computer access and unreliable internet. Through group work, peer tutoring, and implementing sample lesson plans, teachers will learn principles of technology-enhanced learning and how to locate, assess, and use different technological tools. Assessment will be through self-reflection, peer comments, and student feedback, with no external evaluation. The school will receive materials and a Raspberry Pi computer to support the training.
Instructional activity assigment
This document provides information on creating a classroom social story book on classroom rules for 7th grade students with moderate intellectual disabilities. It outlines instructional activities where students will brainstorm and vote on classroom rules, create posters and definitions for each rule, and make a digital storybook using Storybird. Students will work collaboratively using Google Docs. Accommodations like AAC devices and picture examples are provided for diverse learners.
Instructional activity assigment
This document outlines a lesson plan to create a classroom social story book about classroom rules. Students will brainstorm rules, discuss their importance, and vote on the top five rules. They will then work collaboratively in groups using Google Docs to write definitions for each rule. Finally, students will use Storybird to illustrate and publish their book online. Diverse learners will be supported through assistive technologies, modified activities, and instructional aides.
Instructional activity assigment
This document outlines a lesson plan to create a classroom social story book about classroom rules for 7th grade students with moderate intellectual disabilities. The lesson involves students brainstorming and voting on classroom rules, dividing into groups to write about each rule, and using Storybird and Google Docs to collaboratively create an online book. Strategies like group discussion, brainstorming, and collaborative learning are employed to engage students and facilitate discussion of rules.
Powerpoint web 2.0
Blogging can provide many educational benefits for students including increased motivation, opportunities to read and write, and enable collaboration. Teachers are using blogs in their classrooms in several ways such as replacing traditional class websites, linking to related internet resources, organizing class discussions, and having students write their own blogs. Blogs are an attractive tool for both education and the internet in general due to their ease of use which allows users to easily update and edit content without worrying about formatting or code. Both students and teachers express positive views about using blogs in the classroom with students enjoying writing reviews and teachers believing it prepares students for the future.
Using Social Media for Peer Feedback in a Translation Class
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The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
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This document discusses the skills needed for 21st century learners and teachers. It outlines 7 key skills for learners: creativity/innovation, critical thinking, communication, collaboration, information management, technology use, and career/life skills. It also discusses how teachers can integrate these skills into content by making learning authentic, project-based, collaborative, and through higher-order thinking. Effective 21st century instruction uses technology, cross-curricular projects, formative assessments, and collaborative and visual learning. Qualities of 21st century teachers include being adaptable, visionary, collaborative risk-takers and learners who model communication and leadership skills.
Blogging lesson pp
The document outlines a blogging activity for a math class to practice problem solving. Students will use a blog site to communicate with classmates and teachers about weekly math problems. They will ask questions, post solutions, and share their own problems for others to solve. The activity aims to develop students' math problem solving and modeling skills while practicing safe and responsible use of technology for communication and collaboration.
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The document describes a lesson plan involving Flat Stanley where students create a cardboard friend and send it via email to other places around the world. The hosting family would take photos and keep a journal of activities with the cardboard friend before sending it back. This allows students to learn about other cultures. The lesson incorporates skills like collaboration, hands-on learning, and using technology. Standards around student creativity and understanding are addressed. Considerations for modifying the lesson for students with disabilities are also mentioned.
My portfolio
This document is a portfolio summarizing the author's learning over the semester regarding using technology to support teaching and learning. It includes statements about learning to use technology for organization and active learning, elaborates on using tools like Google Docs, YouTube and PowerPoint, provides evidence of tools used by the author and students, assesses the author's use and integration of technologies, connects to constructivist educational theory, and outlines goals for further use and exploration of technologies.
Faapi 2010
This document summarizes Pamela Arraras' research on the effects of telecollaboration through e-forums on language learning and motivation. The study examined high school students in Argentina and the US who communicated through online forums. Findings indicated that the project motivated students and improved their language skills and cultural awareness. The document provides lessons for setting up successful telecollaboration projects, such as training students on technology, allocating time, and ensuring participation in both languages.
Information Literacy and the future of learning
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Educational Equity and Tech
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
Effective use of interactive whiteboards
This document discusses using technology like interactive whiteboards to enhance lessons for different learning styles. It provides information on visual, auditory, and kinesthetic learners and how to design lessons to engage them using an interactive board's features. These include writing and clicking, revealing text, moving objects, images from galleries and websites, sounds, videos, typing text, and multimedia like games and flash content. The document emphasizes using these technologies to increase student engagement and retention compared to traditional lecture-based methods.
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- 4. 1.To differentiate methods in high-tech teaching in a low tech classroom. 2.To create own presentation considering New Designs for Learning
- 5. • Research specific topics. • Communicate with faculty and classmates via e-mail. • Collaborate in group activities.
- 6. • Use variety of media and formats to communicate with classmates. • Process data and report results in databases, spreadsheets etc.
- 7. • Build connections among various fields of learning. •Use higher order thinking skills regularly.
- 8. •Share multi- media experiences with other learners. • Find alternative learning process suited to their individual learning styles.
- 9. Don’t let a one- computer classroom stop you from technology integration.
- 10. Jennifer Barnett (2011) provide a few tips in High-Tech Teaching in a Low-Tech Classroom. Among those are the following ideas:
- 11. In the Pass-it- on buddy method, students assist one another in creating the digital product.
- 12. In the Group consensus method, “Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group consensus”.
- 13. In the rotating scribe method, “Each day, one student uses technology to record the lesson for other students”.
- 14. In a whole class method, the group (or half of the class at a time) gathers around the computer to explore web sites, tools, games, videos, interactive quizzes and so on.
- 15. In Maximum the Impact: “The Pivotal Role of Technology in 21st Century Education System” (2007), the International Society For Technology in Education (ISTE), The Partnership for 21st Century Skills, and the State Educational Technology Directors Association stated that technology can be used in nine key areas to assist with teaching and learning:
- 16. •Building conceptual understanding of core content; •Addressing misconceptions; •Fostering inquiry and investigation; •Applying knowledge and skills to interdisciplinary challenges; •Creating and transforming knowledge for meaningful purposes;
- 17. •Collaborating with others; •Apprenticing with experts; •Engaging and motivating students; and •Differentiating instruction to meet individual needs.