As a requirement of Walden University course 6715, I was asked to create a presentation using a digital tool. This specific presentation was to illustrate how online learning can fill instructional gaps and support meaningful, authentic student learning.
http://sstambek.edu.glogster.com/online-learning-in-k-12-schools/
Enjoy!
Sunday, November 28, 2010
Sunday, October 31, 2010
EDUC 6714 Reflection
We are all different! Each student within my class has different wants and needs. They possess various ability levels, learning preferences, and interests. “Like snowflakes, no two human beings (students) are exactly alike” (Bray, Brown & Green, 2004, p. 1). As a teacher, it is how I recognize and accommodate my student’s differences that will ultimately lead them to achieve great things during their lifetime. For this reason, I do not take my job lightly, nor should I assume that others will provide my students with what they need. Some differences may be small. Others may require enormous amounts of time, patience, and teaching strategies.
While reflecting on this course, EDUC 6714, I am able to see what an important role Universal Design for Learning (UDL) and differentiated instruction plays in my daily teaching. Participating in our Differentiation Station social network has allowed me to be introduced to several websites that include lesson plans, ideas, activities, and additional resources for me to further explore. I have also been introduced to technology tools that I was not aware of and that will allow me to differentiate instruction on numerous levels, such as ability and learning style. Once I have identified strengths and weaknesses, using learning style inventories and assessments, I can refer to the list of resources I have collected and created while interacting with my Walden cohorts.
During the past eight weeks, I was excited to discover that I already provide a large amount of differentiated instruction and several opportunities for my students to obtain information, express their understanding of a topic, and collaborate. I am now making slight adjustments to integrate more technology, on a daily basis, in order to individually customize instruction for each of my fifth grade students. I have been creating “I can…” statements and/or learning objectives and use common “technology-based” assessments to better understand what issues need to be addressed. After analyzing data, I can then incorporate technology and provide opportunities for each student to reinforce concepts, challenge themselves, and receive additional practice on specific skills. I am also providing more frequent opportunities for students to collaborate with peers. Currently, my class is participating in online discussions through ePals (http://www.epals.com/) and classroom blogs. Communicating with peers from other areas within Michigan and the United States has allowed my students to become more engaged in the learning process. Within my classroom website, I have also created a Web Links page to provide easy access to important and frequently visited websites by my students.
As I complete my Masters degree, at Walden University, I will continue to be a lifelong learner. I plan to explore various resources and participate in discussions with colleagues who will share ideas and assist me in meeting the diverse needs of each student I have the opportunity to teach.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.
While reflecting on this course, EDUC 6714, I am able to see what an important role Universal Design for Learning (UDL) and differentiated instruction plays in my daily teaching. Participating in our Differentiation Station social network has allowed me to be introduced to several websites that include lesson plans, ideas, activities, and additional resources for me to further explore. I have also been introduced to technology tools that I was not aware of and that will allow me to differentiate instruction on numerous levels, such as ability and learning style. Once I have identified strengths and weaknesses, using learning style inventories and assessments, I can refer to the list of resources I have collected and created while interacting with my Walden cohorts.
During the past eight weeks, I was excited to discover that I already provide a large amount of differentiated instruction and several opportunities for my students to obtain information, express their understanding of a topic, and collaborate. I am now making slight adjustments to integrate more technology, on a daily basis, in order to individually customize instruction for each of my fifth grade students. I have been creating “I can…” statements and/or learning objectives and use common “technology-based” assessments to better understand what issues need to be addressed. After analyzing data, I can then incorporate technology and provide opportunities for each student to reinforce concepts, challenge themselves, and receive additional practice on specific skills. I am also providing more frequent opportunities for students to collaborate with peers. Currently, my class is participating in online discussions through ePals (http://www.epals.com/) and classroom blogs. Communicating with peers from other areas within Michigan and the United States has allowed my students to become more engaged in the learning process. Within my classroom website, I have also created a Web Links page to provide easy access to important and frequently visited websites by my students.
As I complete my Masters degree, at Walden University, I will continue to be a lifelong learner. I plan to explore various resources and participate in discussions with colleagues who will share ideas and assist me in meeting the diverse needs of each student I have the opportunity to teach.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Monday, October 4, 2010
Universal Design for Learning Digital Story
Learn more about Universal Design for Learning (UDL) by watching my digital story. Enjoy!
Sunday, August 22, 2010
GAME Plan Reflection
As I sit and reflect over the past eight weeks, I realize that this course has given me a “tool” for setting goals and accomplishing great things for myself and my students. As teachers, we are always exploring new ideas to promote learning within our classroom. We set goals, research materials, make lists…, but many times we do not follow through. Instead we set it aside for another day, month, or year. A GAME plan, the “tool” introduced to us, provides us with a step-by-step process to set goals and then continuously revisit those goals as we take action, monitor our actions, evaluate our progress, and constantly readjust the plan to allow it to be successful for everyone involved. While following this process, I became more aware of the various standards (Michigan Grade Level Content Expectations, NETS-S, and NETS-T) and the importance of integrating technology to engage and motivate students. Using digital storytelling software, problem-based lessons, and creating wikis and blogs give students the opportunity to become creative self-directed learners through authentic learning experiences. Students are given choices in their learning, along with the responsibility of managing and assessing themselves (Cennamo, Ross & Ertmer, 2009). Regardless of my students learning style, ability to use technology tools, language, and/or academic strengths/weaknesses, I discovered numerous ways to customize and personalize activities to satisfy everyone’s diverse needs.
While following my GAME plan, I suddenly became aware that my lessons included collaboration within the classroom, but my students had not experienced collaboration on a global level. I was not aware of ePals (online communication tool), nor had I thought about collaborating with classrooms outside of our district’s building walls. The knowledge I have acquired from this course will lead me to find opportunities for my students to communicate with other individuals from around the world while using technology. I will implement activities that promote creativity, the use of problem solving and critical thinking skills, and prepare each child for a world where technology is constantly changing and becoming more and more prevalent. I will need to adopt a new role as teacher and look for guidance from fellow colleagues, while I “facilitate student inquiry, provide constructive feedback, and apply new types of classroom management strategies (Ertmer & Simons, 2006, p. 41). For this reason, technology will definitely impact my instructional strategies.
An immediate adjustment that I plan to make within my classroom is to immediately assign email accounts to each student at the beginning of the school year. In the past, I have had difficulty monitoring these accounts for appropriate content. I currently feel more comfortable teaching digital citizenship and informing students how to create ePal accounts, blogs, wikis, and VoiceThreads using their email accounts to establish memberships. Another adjustment I hope to make is to use several of the technology tools I have recently been introduced to. My goal is to introduce a new tool weekly and provide many opportunities for each student to express their understanding of the material being presented to them. I am looking forward to a great year of implementing multiple forms of technology into my Language Arts and Science instruction and getting students excited about learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
While following my GAME plan, I suddenly became aware that my lessons included collaboration within the classroom, but my students had not experienced collaboration on a global level. I was not aware of ePals (online communication tool), nor had I thought about collaborating with classrooms outside of our district’s building walls. The knowledge I have acquired from this course will lead me to find opportunities for my students to communicate with other individuals from around the world while using technology. I will implement activities that promote creativity, the use of problem solving and critical thinking skills, and prepare each child for a world where technology is constantly changing and becoming more and more prevalent. I will need to adopt a new role as teacher and look for guidance from fellow colleagues, while I “facilitate student inquiry, provide constructive feedback, and apply new types of classroom management strategies (Ertmer & Simons, 2006, p. 41). For this reason, technology will definitely impact my instructional strategies.
An immediate adjustment that I plan to make within my classroom is to immediately assign email accounts to each student at the beginning of the school year. In the past, I have had difficulty monitoring these accounts for appropriate content. I currently feel more comfortable teaching digital citizenship and informing students how to create ePal accounts, blogs, wikis, and VoiceThreads using their email accounts to establish memberships. Another adjustment I hope to make is to use several of the technology tools I have recently been introduced to. My goal is to introduce a new tool weekly and provide many opportunities for each student to express their understanding of the material being presented to them. I am looking forward to a great year of implementing multiple forms of technology into my Language Arts and Science instruction and getting students excited about learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology integration for meaningful classroom use: a standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Wednesday, August 11, 2010
Using the GAME Plan Process with My Students
Throughout our lives we set goals (that we hope) to accomplish, but during this course I have learned how to create a GAME plan to make sure that I am on the right track and always moving forward to succeed. Creating a GAME plan, as discussed in our course textbook, is a successful way for me to create goals for learning, take action, monitor my actions, and then evaluate whether I have met my goals. The goals I set pertained to the use of technology and resources within my classroom, but I was not able to fully accomplish them due to summer vacation. I was lacking a classroom of students that I need to build relationships with and assess learning styles. Since I did not meet my goals, I needed to reanalyze my GAME plan and make adjustments to my strategies (Cennamo, Ross & Ertmer, 2009). Thankfully, I was atleast able to move a step closer and find the resources I will need to feel more comfortable incorporating technology into my daily routine beginning this fall.
A goal of mine now is to share this same strategy with my fifth grade students. I want to assist them in meeting the National Educations Standards for Students (NETS-S) and other goals they wish to achieve in the future. In order to begin the process of setting goals, I will first show my students the NETS-S and explain to them what each of the skills are: Creativity/Innovation, Communication, Collaboration, Research, Critical Thinking, Problem Solving, Digital Citizenship…(to name a few). The students need to understand what is expected. We will then brainstorm, as a whole class, the various technology tools that may be used to practice these skills (blogs, wikis, digital storytelling software, VoiceThread, powerpoint…). Students will already be somewhat familiar with the various tools and have the opportunity to use these tools on various occasions.
Together, we will develop a plan that will be outlined, written, and posted within the classroom for everyone to refer back to it. While some students may need more assistance/practice using specific skills, I believe it will be most beneficial to work as a whole group while we begin to learn the process. I will be able to model and demonstrate the proper way to create a plan and move forward with it. Students will have the opportunity to observe as we set goals, take action, monitor our actions, and then evaluate and re-evaluate the GAME plan steps. Are we making progress? Are we meeting expectations set forth by NETS-S? These are questions that will constantly be asked over and over again.
Using the GAME plan method, will allow for my students to take small steps as self-directed learners and work towards achieving BIG goals. My students will take control of their own learning process and gain the ability to quickly react as changes take place in our fast-paced world of technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
A goal of mine now is to share this same strategy with my fifth grade students. I want to assist them in meeting the National Educations Standards for Students (NETS-S) and other goals they wish to achieve in the future. In order to begin the process of setting goals, I will first show my students the NETS-S and explain to them what each of the skills are: Creativity/Innovation, Communication, Collaboration, Research, Critical Thinking, Problem Solving, Digital Citizenship…(to name a few). The students need to understand what is expected. We will then brainstorm, as a whole class, the various technology tools that may be used to practice these skills (blogs, wikis, digital storytelling software, VoiceThread, powerpoint…). Students will already be somewhat familiar with the various tools and have the opportunity to use these tools on various occasions.
Together, we will develop a plan that will be outlined, written, and posted within the classroom for everyone to refer back to it. While some students may need more assistance/practice using specific skills, I believe it will be most beneficial to work as a whole group while we begin to learn the process. I will be able to model and demonstrate the proper way to create a plan and move forward with it. Students will have the opportunity to observe as we set goals, take action, monitor our actions, and then evaluate and re-evaluate the GAME plan steps. Are we making progress? Are we meeting expectations set forth by NETS-S? These are questions that will constantly be asked over and over again.
Using the GAME plan method, will allow for my students to take small steps as self-directed learners and work towards achieving BIG goals. My students will take control of their own learning process and gain the ability to quickly react as changes take place in our fast-paced world of technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009), Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, August 4, 2010
Revising My GAME Plan
I have recently reviewed the NETS-T and feel that I am gradually making progress towards meeting my goals. I established a GAME plan and continue to educate myself on various technology tools, resources, and teaching strategies. I have obtained a greater understanding of how I can use problem-based lessons to incorporate technology and take a differentiated approach to instruction in order to meet the needs of ALL my students. “Taking a differentiated approach to instruction means accommodating these differences by tailoring teaching to students’ strengths and knowledge” (Wahl & Duffielld, 2005, p. 2). Problem-based lessons will allow for this to occur. Students collaborate with peers and solve problems using problem-solving and critical thinking skills in an authentic manner. As the teacher, I am able to provide my classroom with “different avenues for students to acquire content, process ideas, and demonstrate their understanding” (Wahl & Duffielld, 2005, p. 2). I believe that this approach to learning will assist me in meeting my goal of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
A new goal of mine will be to work on developing questions for problem-based lessons. I want my students to become curious about the topic at hand and keep them engaged in the learning process. I also plan to extend my knowledge by further researching collaborative communication opportunities for my students to participate in and acquire global awareness. One idea that I plan to pursue, while collaborating with our Kindergarten Reading Buddies, is the “Flat Stanley Project”. I have shared some ideas, with my colleague (Erin Tregloan), on how we may be able to expose our entire elementary school to diversity, various cultures, and global issues. As a life long learner, I will continue to blog with other educators and collect additional resources that may be able to assist me with this project and others in the future.
I will keep working towards reaching my goals, but until I have a classroom of fifth grade students, in the fall, I feel that I am unable to fully put my GAME plan into action and observe its results. Counting down the days!
References
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
A new goal of mine will be to work on developing questions for problem-based lessons. I want my students to become curious about the topic at hand and keep them engaged in the learning process. I also plan to extend my knowledge by further researching collaborative communication opportunities for my students to participate in and acquire global awareness. One idea that I plan to pursue, while collaborating with our Kindergarten Reading Buddies, is the “Flat Stanley Project”. I have shared some ideas, with my colleague (Erin Tregloan), on how we may be able to expose our entire elementary school to diversity, various cultures, and global issues. As a life long learner, I will continue to blog with other educators and collect additional resources that may be able to assist me with this project and others in the future.
I will keep working towards reaching my goals, but until I have a classroom of fifth grade students, in the fall, I feel that I am unable to fully put my GAME plan into action and observe its results. Counting down the days!
References
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
Wednesday, July 28, 2010
Evaluating My GAME Plan
While evaluating my GAME plan, I ask myself if I have been successful in meeting my goals or if I must modify them to meet the needs of my students. I have already taken several small steps towards finding ways to incorporate technology and meet the diverse learning styles within my classroom. Taking part in various online discussion groups has proven to be beneficial. I have created a graphic organizer to collect names of websites, including a short description, for future reference. As a self-directed lifelong learner, I must be able to respond to the rapid and continuous technological changes that will inevitably occur during my career as a teacher (Cennamo, Ross & Ertmer, 2009). I also understand that I can never have enough resources to meet ALL my needs. My list (graphic organizer) must continue to grow!
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
My goal to develop and model cultural understanding and global awareness may be a more difficult task. I have researched ePals and spoke to other teachers who have used it, but I am not familiar with the Web application. As the teacher, I must first become comfortable using it before I can “promote, support, and model creative and innovative thinking and inventiveness” while using digital tools and resources (Cennamo et al., 2009, p. 24). I am continuously looking for other resources that I can further explore to allow students to interact with individuals around the world. Although our fifth grade Social Studies teacher discusses several global issues, I want to give my students the opportunity to stay updated on current events. I have considered subscribing to a newspaper that would be received at least once a week. The newspaper could be used for reading and writing purposes as well. Another activity I have seen is the “Flat Stanley Project”. My only concern is that maybe it is meant for students younger than fifth grade. I am curious to hear responses from other instructors who have used a similar lesson.
I am looking forward to meeting my new class in September. It will be necessary for me to distinguish what type of learning style my students possess and any individual special needs they may have to fully accomplish my goals. I have realized that I will definitely integrate problem-based lessons into my teaching strategies. They will allow my students to collaboratively solve problems using problem-solving and critical thinking skills in an authentic manner. Students will have the opportunity to learn facts and then apply them. Through research, data, and reflection my students will learn to use the “language” and “tools” of the trade for future use. Hopefully my students will be a step above the rest!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, July 21, 2010
Monitoring My GAME Plan
As I continue to move through the course, Integrating Technology Across the Content Areas, and monitor my GAME plan, I am focusing on collecting as many resources as possible. Through discussions and blogs, I have already had the opportunity to be introduced to several new websites and communication programs.
In attempting to meet my goal of developing and modeling cultural understanding and global awareness, I have researched ePals. According to other educators, ePals has been a huge success. Global awareness and collaborative communication opportunities have been enhanced through classroom emails and teacher guidance. While using a blog, students are able to communicate virtually, discuss specific topics, and share information and photos. The experiences would be beneficial to all students, as they would help to reinforce today’s digital literacy skills. I plan to contact my districts technology director to further discuss my options. I am curious to find out if I am able to monitor ePal messages sent between students. It will be important for me to assess literacy skills and monitor appropriate conversations.
My other goal which consists of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, will be an ongoing project. I already incorporate several different teaching strategies into my classroom on a daily basis, but I am constantly looking for unique ways to apply technology and actively involve ALL my students. As stated by Cennamo, Ross, and Ertmer, “There are lots of ways to spark student motivation for learning and fortunately, technology offers some of the most powerful tools available” (Cennamo, Ross & Ertmer, 2009, p. 29). While researching, I am currently constructing a list of various media tools and programs, while referring to Howard Gardner’s Multiple Intelligences, to make sure that I am discovering ways to meet ALL my students various learning needs. I think it will be helpful for me to have a resource list that I am able to use when matching activities to my students and vice versa. Once school begins and I have ample time to build relationships and collect data, I will be able to provide opportunities that will meet grade level content standards, encourage creativity, and promote the use of critical thinking and problem solving skills.
Ideas for incorporating technology into fifth grade Language Arts and Science are always welcome!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
In attempting to meet my goal of developing and modeling cultural understanding and global awareness, I have researched ePals. According to other educators, ePals has been a huge success. Global awareness and collaborative communication opportunities have been enhanced through classroom emails and teacher guidance. While using a blog, students are able to communicate virtually, discuss specific topics, and share information and photos. The experiences would be beneficial to all students, as they would help to reinforce today’s digital literacy skills. I plan to contact my districts technology director to further discuss my options. I am curious to find out if I am able to monitor ePal messages sent between students. It will be important for me to assess literacy skills and monitor appropriate conversations.
My other goal which consists of customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources, will be an ongoing project. I already incorporate several different teaching strategies into my classroom on a daily basis, but I am constantly looking for unique ways to apply technology and actively involve ALL my students. As stated by Cennamo, Ross, and Ertmer, “There are lots of ways to spark student motivation for learning and fortunately, technology offers some of the most powerful tools available” (Cennamo, Ross & Ertmer, 2009, p. 29). While researching, I am currently constructing a list of various media tools and programs, while referring to Howard Gardner’s Multiple Intelligences, to make sure that I am discovering ways to meet ALL my students various learning needs. I think it will be helpful for me to have a resource list that I am able to use when matching activities to my students and vice versa. Once school begins and I have ample time to build relationships and collect data, I will be able to provide opportunities that will meet grade level content standards, encourage creativity, and promote the use of critical thinking and problem solving skills.
Ideas for incorporating technology into fifth grade Language Arts and Science are always welcome!:)
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, July 14, 2010
Carrying Out My GAME Plan
As I work towards successfully accomplishing my GAME Plan. I need to focus on what resources and additional information I will need to carry out my plan and reflect on my accomplishments thus far. I believe that I must be a life-long learner by continuing to educate myself, collect data, and interact with other teachers to gain new ideas. Each goal will not only strengthen my teaching skills, but also allow my students to experience a positive learning experience.
Goal 1 is to customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. Since I do not have a classroom of students at this time, due to summer break, I am researching ALL types of learning styles and strategies to incorporate into my daily lessons. My Walden course textbook is currently a very valuable resource, as it discusses scenarios, the Universal Design for Learning (UDL), teaching methods, assistive technology tools and ideas for “leveling the playing field for students with different abilities, needs, or preferences” (Cennnamo, Ross & Ertmer, 2009, p. 110). As time allows, researching the World Wide Web will also prove to be an asset. I have not developed a strategy to customize, personalize, or teach learning activities yet, but I intend to observe, evaluate, and collect data to better understand my students’ needs as soon as school begins in the fall.
Goal 2 is to develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. To work toward accomplishing this goal I will need to join various chat rooms to become more familiar and comfortable interacting with individuals from other countries, collaborate with colleagues (hopefully some of my cohorts from Walden:), and regularly make students aware of current global issues. I must be well informed and confident in my skills to be a supportive role model. This is something that will take time and practice, but in the meantime I will need to increase my students curiosity and encourage them to explore and investigate various subjects of interest around the world. As I collaborate with our districts 5th grade Social Studies teacher (my teammate), I hope to provide opportunities for students to be introduced to various cultures. Virtual fieldtrips and pen pals are a few ideas I have for doing this while incorporating technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Goal 1 is to customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. Since I do not have a classroom of students at this time, due to summer break, I am researching ALL types of learning styles and strategies to incorporate into my daily lessons. My Walden course textbook is currently a very valuable resource, as it discusses scenarios, the Universal Design for Learning (UDL), teaching methods, assistive technology tools and ideas for “leveling the playing field for students with different abilities, needs, or preferences” (Cennnamo, Ross & Ertmer, 2009, p. 110). As time allows, researching the World Wide Web will also prove to be an asset. I have not developed a strategy to customize, personalize, or teach learning activities yet, but I intend to observe, evaluate, and collect data to better understand my students’ needs as soon as school begins in the fall.
Goal 2 is to develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. To work toward accomplishing this goal I will need to join various chat rooms to become more familiar and comfortable interacting with individuals from other countries, collaborate with colleagues (hopefully some of my cohorts from Walden:), and regularly make students aware of current global issues. I must be well informed and confident in my skills to be a supportive role model. This is something that will take time and practice, but in the meantime I will need to increase my students curiosity and encourage them to explore and investigate various subjects of interest around the world. As I collaborate with our districts 5th grade Social Studies teacher (my teammate), I hope to provide opportunities for students to be introduced to various cultures. Virtual fieldtrips and pen pals are a few ideas I have for doing this while incorporating technology.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Thursday, July 8, 2010
Developing My GAME Plan
After visiting the International Society for Technology in Education (ISTE) website and reviewing the National Education Standards for Teachers (NETS-T), I was able to reflect on my teaching skills and the ability to successfully integrate technology into the curriculum. I believe I have a grasp on certain standards, such as promoting, supporting, and modeling creative and innovative thinking and inventiveness and promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information, but understand that as a teacher I must be a life-long learner. The world of technology is constantly changing, so I must continuously educate myself to be a role model and encourage my students to be self-directed learners. This past year, I had the opportunity to incorporate blogging into my Language Arts lessons. I modeled appropriate blogging techniques, shared examples of discussions I participated in through Walden, and stressed the importance of good writing/speaking to establish credibility. I also used technology for other subject areas and promoted creativity while students were asked to explore, collect data, and produce creative projects while following a rubric and meeting content expectations. These are only a few of the ways I met specific standards, but hope that I can become more confident and improve my teaching by setting goals, taking action, and then monitoring and evaluating my progress towards achieving those goals related to the use of technology. My GAME plan is as follows:
GOAL 1: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. I want to have the ability to differentiate instruction to meet ALL my students’ needs while using technology. I hope to give extra assistance to those in need and challenge students who understand the subject matter and technology tools being presented to them.
GOAL 2: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. I want to incorporate blogging, assign pen pals, and introduce real world issues by interacting with students from various states and countries.
ACTION (goal 1): I plan to continue to educate myself by participating in professional development opportunities and by exploring the Internet and searching for authentic resourceful websites that will provide me with useful strategies to incorporate within my lessons. As stated by Cennamo, Ross, & Ertmer, “While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51).
ACTION (goal 2): I plan to blog and interact within various “teacher” chat-rooms to familiarize myself with colleagues around the world. Creating relationships and collaborating will benefit both me and my students.
MONITOR/EVALUATE: I will monitor my students’ progress and reflect on the teaching strategies I have chosen to use with each individual student by journaling and collecting data. I will continuously think about and modify my current teaching strategies as I observe student output and ask questions similar to the ones below. This will allow me to evaluate and make adjustments if my goals are not being met.
Are the technology tools/resources I am using allowing my students to be successful self-directed learners? (Students will discuss and reflect. Teacher will observe.)
Are positive relationships being built between students (and teachers) from different cultures? (Students/teacher will share information from discussions.)
As a teacher, I believe that I must prepare my students for a world where technology is becoming more and more prevalent. Developing students’ creative and critical thinking skills will assist them in becoming successful problem solvers in our fast-paced ever-changing society.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
GOAL 1: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. I want to have the ability to differentiate instruction to meet ALL my students’ needs while using technology. I hope to give extra assistance to those in need and challenge students who understand the subject matter and technology tools being presented to them.
GOAL 2: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. I want to incorporate blogging, assign pen pals, and introduce real world issues by interacting with students from various states and countries.
ACTION (goal 1): I plan to continue to educate myself by participating in professional development opportunities and by exploring the Internet and searching for authentic resourceful websites that will provide me with useful strategies to incorporate within my lessons. As stated by Cennamo, Ross, & Ertmer, “While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51).
ACTION (goal 2): I plan to blog and interact within various “teacher” chat-rooms to familiarize myself with colleagues around the world. Creating relationships and collaborating will benefit both me and my students.
MONITOR/EVALUATE: I will monitor my students’ progress and reflect on the teaching strategies I have chosen to use with each individual student by journaling and collecting data. I will continuously think about and modify my current teaching strategies as I observe student output and ask questions similar to the ones below. This will allow me to evaluate and make adjustments if my goals are not being met.
Are the technology tools/resources I am using allowing my students to be successful self-directed learners? (Students will discuss and reflect. Teacher will observe.)
Are positive relationships being built between students (and teachers) from different cultures? (Students/teacher will share information from discussions.)
As a teacher, I believe that I must prepare my students for a world where technology is becoming more and more prevalent. Developing students’ creative and critical thinking skills will assist them in becoming successful problem solvers in our fast-paced ever-changing society.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Sunday, June 27, 2010
Reflection- EDUC 6712
As I reflect on the past eight weeks I have had the opportunity to take a closer look at myself, as a teacher, and evaluate my teaching methods with regards to the new literacy skills. I believe it is essential for me, in this fast-paced changing world of technology, to prepare my students for what awaits them in the future. Ian Jukes and Bruce Macdonald state that “the primary task of the educational system must be to give learners the right tools and provide them with a critical mind; so that they can ask the right questions and make the right connections” (Jukes & Macdonald, 2007, p. 1). It is no longer just necessary to read, write, speak, and calculate. Students must also have the capability to tackle new skills such as questioning, searching, evaluating, synthesizing, and communicating (Laureate, 2009).
My most striking revelation within this course was the amount of detail involved with each literary skill. I did not realize the depth of each area and the tools available for students to become productive members of society. For example, I was enlightened as I learned to become a better researcher. As a teacher, I became more confident using various search engines and followed steps to determine the authenticity of information found within the great world-wide Web. I now plan to pass this information onto my students. While accomplishing this task, it will be extremely important to model for them and give my class numerous opportunities to explore and practice using each skill in order for them to be successful. I will provide experiences that stimulate their curiosity and build confidence in investigating, problem solving, collaborating, and communicating. Of course, I will not assume that all students have mastered each skill. Through various forms of assessment (formative and summative) students will be observed, questioned, and perform self-evaluations. This will occur throughout the school year to allow me to focus on the students who do not have a full understanding of the information being presented and provide interventions to ensure success. It will also allow me to challenge those who have met expectations and need to focus on higher-level thinking skills.
Currently my school district has developed a technology committee that is reviewing and developing technology goals for our elementary school. Although I am not a part of the committee, my goal is to share my knowledge from this course with fellow colleagues and students. The information I have to share will definitely benefit my grade level team, as we construct lessons to incorporate into our current curriculum and meet the goals set by our technology committee.
References
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Executive Producer). (2009). Program Four. Teaching Online Literacy Skills [Motion Picture]. Supporting Information Literacy and Online Inquiry in the classroom. Baltimore: Author.
My most striking revelation within this course was the amount of detail involved with each literary skill. I did not realize the depth of each area and the tools available for students to become productive members of society. For example, I was enlightened as I learned to become a better researcher. As a teacher, I became more confident using various search engines and followed steps to determine the authenticity of information found within the great world-wide Web. I now plan to pass this information onto my students. While accomplishing this task, it will be extremely important to model for them and give my class numerous opportunities to explore and practice using each skill in order for them to be successful. I will provide experiences that stimulate their curiosity and build confidence in investigating, problem solving, collaborating, and communicating. Of course, I will not assume that all students have mastered each skill. Through various forms of assessment (formative and summative) students will be observed, questioned, and perform self-evaluations. This will occur throughout the school year to allow me to focus on the students who do not have a full understanding of the information being presented and provide interventions to ensure success. It will also allow me to challenge those who have met expectations and need to focus on higher-level thinking skills.
Currently my school district has developed a technology committee that is reviewing and developing technology goals for our elementary school. Although I am not a part of the committee, my goal is to share my knowledge from this course with fellow colleagues and students. The information I have to share will definitely benefit my grade level team, as we construct lessons to incorporate into our current curriculum and meet the goals set by our technology committee.
References
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Executive Producer). (2009). Program Four. Teaching Online Literacy Skills [Motion Picture]. Supporting Information Literacy and Online Inquiry in the classroom. Baltimore: Author.
Sunday, February 28, 2010
Reflection
As I reflect on the past eight weeks and my personal theory of learning, I recall several new teaching strategies that I was introduced to. I explored new technology that I plan to use in my classroom in order to engage my students in learning. Blogs, podcasts, wikis, voice threads… are only a few that I plan to further explore. While using these various tools, my students will become actively involved, curious, and in charge of their learning. I have always believed that students who are actively involved in project-based learning are able to build on their prior knowledge (schema). Collaborating with others also allows for each individual to develop their social skills and share important information with others. To allow this to occur, I have already adjusted my teaching by incorporating more time for my students to explore technology individually. Instead of using technology as an instructional tool, I use it more as a learning tool (Orey, 2001). Providing students with web quests, virtual fieldtrips… allows each child to become engaged.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
Wednesday, February 3, 2010
Voice Thread
Here is the link to my Voice Thread. Please visit and listen to the issue I am having with regards to weekly reading logs. How do I convince my students that reading and making connections to what has been read will assist them in becoming life long learners?
Connectivism and Soical Learning in Practice
I believe that cooperative learning must take place in today’s classrooms. Students must learn to collaborate and work together to accomplish a common goal. In the future our youth will need to be prepared to function in a fast-paced world full of changes, technology, and individuals with unique ideas. My students must understand what it means to complete tasks while sharing ideas, respecting each group member’s individuality, and working in a civilized manner.
Technology plays an important role in cooperative learning, because if facilitates group collaboration, provides structure for group tasks, and allows member of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using technology prepares students to become lifelong learners.
As a teacher of fifth grade students, I find myself being drawn to several of the instructional strategies using technology and social learning. Working in small groups allows for a "knowledgable other" to be present, everyone possessing responsible, and group consequences given for unacceptable work. My only concern is having the time to teach my students how to use the various types of multimedia- Voice Thread, podcasting… Working in a small school district has some disadvantages. We have three computer labs, but the labs are scheduled with classrooms throughout the day. An open computer lab does not always connect with my rotation times. My ultimate dream would be to have several laptops that could be used within my classroom, along with the four classroom computers I currently have. Unfortunately, this is not an option at this time. I am looking for ideas. Any suggestions?
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology plays an important role in cooperative learning, because if facilitates group collaboration, provides structure for group tasks, and allows member of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using technology prepares students to become lifelong learners.
As a teacher of fifth grade students, I find myself being drawn to several of the instructional strategies using technology and social learning. Working in small groups allows for a "knowledgable other" to be present, everyone possessing responsible, and group consequences given for unacceptable work. My only concern is having the time to teach my students how to use the various types of multimedia- Voice Thread, podcasting… Working in a small school district has some disadvantages. We have three computer labs, but the labs are scheduled with classrooms throughout the day. An open computer lab does not always connect with my rotation times. My ultimate dream would be to have several laptops that could be used within my classroom, along with the four classroom computers I currently have. Unfortunately, this is not an option at this time. I am looking for ideas. Any suggestions?
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Constructivism in Practice
I strongly believe that ALL students need to be engaged in learning activities. To ensure a positive learning experience problem-based and project-based learning experiences can be used. They are powerful when incorporated into daily classroom lessons. This type of learning is much more effective than having an instructor stand in front of a class lecturing. I recently listened to Dr. Orey speak about constructivism and constructionism. These are theories of knowledge that state that each individual actively constructs his or her own meaning to information given and that individuals learn best when they can build an external artifact that can be shared with others. We, as teachers, all strive for this type of learning to occur. Our goal is to allow our students to make connections and relate their learning to their own personal lives.
In the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses is discussed. Immediately, a picture of my fifth grade Science class appeared in my head. Little did I know. This strategy can be used in all subject areas. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students are able to state questions, make predictions, and collect data… This is where technology is beneficial. Spreadsheets can be created to collect data, research is conducted by visiting websites, and then various graphs can be created using appropriate computer programs.
As teachers, we must create valuable lessons and then select the most appropriate technologies to support those lessons and engage our students who possess multiple learning styles.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses is discussed. Immediately, a picture of my fifth grade Science class appeared in my head. Little did I know. This strategy can be used in all subject areas. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students are able to state questions, make predictions, and collect data… This is where technology is beneficial. Spreadsheets can be created to collect data, research is conducted by visiting websites, and then various graphs can be created using appropriate computer programs.
As teachers, we must create valuable lessons and then select the most appropriate technologies to support those lessons and engage our students who possess multiple learning styles.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 20, 2010
Cognitive Learning Theories
As teachers, what is our ultimate goal when teaching new information to students? Do we want them to receive a "good" grade by placing information in their short term memory or place the information into their long term memory for future use? I guess we probably want it all, but...
According to Dr. Orey, each idea is connected to another idea, so when receiving information we must use various strategies to teach the subject matter (Laureate, 2009). Material must be presented visually, through movement, sound, writing, communication, and discussion to reach all learning styles. For this reason, a virtual field trip would be an added asset to any lesson plan. Allowing students to interact and become part of the learning/teaching process.
"The instructional strategy summarizing and note taking focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.119). It is extremely important that students organize the information they are receiving and put it in their own words. Another strategy is to use cues, questions and advance graphic organizers. I do this often by relating subject matter to life experiences, by asking questions, and providing the entire class with graphic organizers, such as concept maps. This gives students the opportunity to become familiar with what is being taught. I believe that this can be accomplished in all grade levels and with all types of information. There are several computer programs that can be altered to fit its purpose.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
According to Dr. Orey, each idea is connected to another idea, so when receiving information we must use various strategies to teach the subject matter (Laureate, 2009). Material must be presented visually, through movement, sound, writing, communication, and discussion to reach all learning styles. For this reason, a virtual field trip would be an added asset to any lesson plan. Allowing students to interact and become part of the learning/teaching process.
"The instructional strategy summarizing and note taking focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.119). It is extremely important that students organize the information they are receiving and put it in their own words. Another strategy is to use cues, questions and advance graphic organizers. I do this often by relating subject matter to life experiences, by asking questions, and providing the entire class with graphic organizers, such as concept maps. This gives students the opportunity to become familiar with what is being taught. I believe that this can be accomplished in all grade levels and with all types of information. There are several computer programs that can be altered to fit its purpose.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 13, 2010
Using Technology with Classroom Instruction that Works: "Reinforcing Effort" and "Homework and Practice"
Behaviorism
When discussing behaviorism I immediately think of students, their behavior, and how they respond to various elements within my classroom. I am a firm believer that behavior can be controlled, but I will not bribe or beg. I build strong relationships, have high expectations, and model appropriate behavior. When building relationships I demonstrate and encourage honesty and trust. Students are given the freedom to make choices and understand the consequences when good choices are not made.Reinforcing Effort
Again, building relationships and informing students of your expectations allows each student to better understand the endless possibilities when GREAT effort is given. Having students complete an Effort Rubric and tracking their assessments and daily work allows students to see the relationship between the two. I have also found that it is beneficial to show students my computer when entering grades. It is often an eye opening experience to see how quickly grades can drop and the large amount of time it takes for grades to exceed expectations. Honesty is usually the best policy!
Homework and Practice
As stated, "Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Piller, Hubbell, Kuhn &Malenoski, 2007, p. 187). Can this be done without assistance from a parent or teacher? Multiple exposure to information can deepen a students understanding, but as I remind my students- "Practice makes permanent!" Homework using technology must be practice for a skill that has somewhat been mastered and then feedback should be given immediately before students continue. Technology provides a wealth of resources for learning outside the classroom, but they must be used properly and to streghten skills that are already part of a child's knowledge base.
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