Monday, September 19, 2016
My Reflection
Reflection
The MATLT program has
been challenging. I have continually to learn and develop many skills that can
be useful in my future teaching. The techniques of using technology to teach
and learn have enhanced my teaching tremendous. During the redesigning of each
assignment from prior assignment has taught me how to take the old and turn it
into the new. Old teaching skills can be updated by the use of technology to
deliver. Learning to refine my teaching and technology skills has allowed me to
reach my students at another level in their learning.
My instructor has
made just one phone call to me that gave me a better understanding about
redesigning assignments. Using technology tools to explain your understanding
of the PLO’s was a key element that I had not done in completing the
redesigning of the assignment. So that was my mistake of submitting a word
document only. I have learned that each e-mail that your instructor sends they
are very important in achieving a better understanding and grade. All I had to
do was to read the e-mail it gave all the instructions that I needed in
completing the assignments.
I have also learned
that the use of educational technology for assessment and evaluation can be
beneficial in the measuring of student’s learning. Instructional design and the
use of technology help to meet the needs of each student at their learning
level.
From the beginning to
the end of the MATLT program I have engaged in an explosion of new ideas,
teaching and learning skills that will help to motivate students to learn. I
have learned in speaking to the traditional teachers, they are mostly afraid of
the changes that technology has cause in the way students learn and the way
teachers teach. The skills that I have accomplish from the MATLT program able
me to help prepare students for 21st century.
The constructive
suggestion for how the final project experience could be improved is to allow
the reflection to come after the final project. Looking ahead to the next assignment
without finishing the first assignment will sometime confuse me. I like to stay
focus on what I am during, not what I got to do. The discussion that is due for
week 6 need to be two week before so the appropriate feedback can be receive in
time.
PLO 6- Evaluate technology resources to facilitate effective assessment and evaluation.
PLO 6- Evaluate technology resources to
facilitate effective assessment and evaluation.
Data collection for
evaluation assessment is vital in educating our students. To redesign EDU 675 I
use videos about stories in the Bible and I will also use online games to
enhance student’s knowledge about the Bible. Our church Sunday school is growing.
Just standing and lecturing about the Bible is not learning our students in the
Sunday school classes. As the director of the Sunday School Department, I will
be conducting an action research on how the use of video of short stories about
the Bible and online games can enhance students’ knowledge about Bible.
Students will be
assessed and evaluated about their learning through formative and summative assessment.
We have four classes in our Sunday School Department. The games and videos will
be used in each class. As the director, I will be observing in Bible study and
During Sunday school. Most games and videos have privacy and terms to agree to
before accessing the website. There are some many different games and videos
from subjects in the Bible. The director will present a PowerPoint presentation
alone with Jing to present what is expected of the project. Instructor will
have step by step instructions.
This is because so many people in the
church are not familiar with the use of a computer. The director will use the
video of the Good Samaritan to demonstrate as to how the videos will give
better understanding of the Bible. The video can be found at http://www.cogwriter.com/quizzes/. This website will be used so that
everyone will be on the same page of learning. The director will give
instructions each week on the social media of the classes’ choice.
The
instructions will be about what subject will be discuss in Bible study and
Sunday school. The choices will be Facebook, Twitter or E-mail. To assess the
students using formative assessment the Bible quizzes provided by http://www.cogwriter.com/quizzes/ will be used for that purpose. The
students that do not want to take the quizzes can do puzzles. Students will be
assessed by each game.
The
online Bible games assess at the end of every activity. The director the
assessments and examine to see the results. The quizzes, trivia, puzzles all
assess at the end of each session. We have older adults in a class. For them I
will use printable activities from http://www.bibleactivitieszone.com/. These games are for all ages. Making
the Bible simple to learn and comprehend is my goal. Students will be evaluated
each week for three week.
The Oregon Trail was the first
educational computer game. It was a game to help you and your virtual family
members safely to the destination (Concordia University, 2012). This assignment
is based on Game-Based Learning theory. This learning theory balance game play
with subject matter (Concordia University, 2012). Also the use of cognitivism
/pragmatism is where this assignment examines the mental structure and
processes related to learning (Dabbage, 2006).
The input of the knowledge of the Bible
can be confusing. With the use of the videos and online games are able to examine
the mental structure and processes related to learning more about the Bible
(Dabbage. 2006). The summative assessment will be done by the use of http://www.bibleactivitieszone.com/.
It will consist of Bible Trivia Quiz or Spot the Difference. These games
will assess themselves. The results from each assignment can help director to
know if the games and videos enhance Bible learning.
Challenges
The more
challenging of this redesign was to choose the right games and videos from the
same website. To overcome this challenge I combined all that I needed to
accomplish my goal. I research different games that had videos too. Another
challenge that I had in redesigning this assignment was to find activities that
the older adults can participate in. Most of them do not have computer skills.
References
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Original
assignment
How is My Research Relevant? A Work in Progress
Mary
Scott
EDU 675 Change Leadership for
Differentiated Educational Environment
Instructor: Regina Miller
July 28, 2014
How is My Research Relevant? A Work in Progress
Research Focus:
The
area of focus for the research in EDU 671 was done in setting of schools. I had
to change my proposal. I don’t work in a school setting so I have to revise my
proposal. EDU 671 area of focus were to get the parents, teachers, community
members and students to work together to prevent school violence. My area of
focus now is to improve the Sunday school teachers study and teaching in my
church by using reading comprehension strategies. These strategies will allow
the teachers to break the lessons down so that they can better understand and
their students can better understand. Learning to comprehend what you are
reading is the key to gaining knowledge. Knowledge and understanding is what
the Bible requires. I will assist teachers in creating a timeline to accomplish
this proposal. When giving feedback I will give it to the group as a whole.
Because we trying to reach the goal together.
Literature (2 Points):
The
literature that I found that will help to support my proposal is websites that
deal with comprehension like http://www.readingrockets.org/article/3479.
With website it tell how comprehend strategies help readers
make sense of any text. Here the Sunday school teachers will be in control of
their own reading comprehension of the Bible. According to (Adler, 2014),
teachers can use metacognition to think about and have control of their
reading. http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf
this website will allow teachers to explore other strategies that can be used
to enhance their studying and teaching.
These websites help me to look at what has already been done by using
reading comprehension to improve understanding (Mills, 2011). I only listed
five strategies. I could not use the literature EDU 671, because is a whole
different proposal. The textbook help support my proposal by helping teachers
use the strategies to create a learning community in the Sunday school
department. Trust built in a learning community help teachers to be not afraid
of taking risks with one another (Buczynski & Hansen, 2014).
With this teachers can expand and the proposal can too. We will conduct this
proposal as a group, so that it will benefit all.
Defining Variables:
I
will as the superintendent of the Sunday school department will work with the
adult Sunday school teachers to understand the Bible lesson to better teach
their classes. We have four teachers in this department. Each one of the
teachers has completed high and is familiar with reading and comprehending what
they read. The reading comprehension strategies will be implemented into the
study of their Sunday school lesson. This will help them to break down their
study into steps to better comprehend and teach their students. Teacher’s
skills will be measure from the beginning to the end. I chose the adult
teachers because they have adult students. With adults you need to be able to
teach the Bible in a way that they can apply it to their adult lives in real
situations. The Bible designed to persuade people to live according to what God
said. This will allow students to use their critical thinking skills.
Technology is a part of building knowledge and understanding will have the use
of the church computer and their smart phones to research foe information.
Research Questions:
- How students will renew their reading and comprehension skills?
- Will students be able to apply lessons to real world situations?
- What are the benefits of using reading comprehension strategies?
- How will the Sunday school as a whole benefit?
Intervention/Innovation:
My intervention is for the Sunday
school to better understand their lessons by using the reading comprehension
strategies. When using these strategies teachers will engage in a process of
building more knowledge of the Bible. By doing this they can relay it back in
their teaching skills. Reading comprehension can be very beneficial to students
in a school classroom. These strategies can build up students reading and
comprehension. During classroom activities students can learn to better express
themselves on paper and doing classroom discussions. Students need to learn to
read and understand so that they can put ideas, information, knowledge and
feeling into a format for other to understand. Many students in school
classroom are failing behind because of the lack of understanding.
Data Collection:
Data collection will be done through
interview and observation. Teachers will be interviewed all together and then
individual (Does, 2012). I will use observation to observe the outcomes of the
reading comprehension strategies. I will also sit and observe each teacher
teaching their class. I will grade the teachers on their teaching skills using
the strategies. They will also be graded on how well they address and presented
the information to the class. Teachers will ask the class to response to
different part of their teaching. For example, ask the students how these
situations in the Bible apply to today’s society. How the students response
will be used to improve the strategies. Improving instructions and learning is
not about the quality of the data it is how the information is used (Hamilton
et al., 2009).
References:
Adler,
C. (2014, January 1). Seven Strategies to Teach Students Text Comprehension. Reading
Rockets. Retrieved July 24, 2014, from http://www.readingrockets.org/article/3479
Buczynski,
S., & Hansen, C. B. (2014). The
change leader in education: Roles and strategies in the differentiated
environment.Bridgepoint Education.
DOES,
S. V. (2012, January 1). DESCRIBING COMPREHENSION: TEACHERS’ OBSERVATIONS OF
STUDENTS’ READING COMPREHENSION. . Retrieved July 27, 2014, from http://digitalcommons.ric.edu/cgi/viewcontent.cgi?article=1057&context=etd
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E.,
Supovitz, J., & Wayman, J. (2009). Using student achievement data to
support instructional decision making (NCEE 2009-4067). Washington, DC:
National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education.
Mills,
G. E. (2011). Action research: A guide for the teacher researcher (5th
ed.). Boston, MA: Pearson Education, Inc.
Noons,
L. (2010). A Review of the Current Research on Comprehension Instruction.
Retrieved, from http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf
Sunday, September 18, 2016
PLO-4 Apply research to support learning in a technology enhanced environment. PLO-5 Exemplify ethnical practice of technology usage.
PLO-4 Apply research to support learning in a technology enhanced
environment.
PLO-5 Exemplify ethnical
practice of technology usage.
Research is essential in designing of instructions when
it is to help educate our children. Research can pave the ways to implement
learning theories, collecting data on using the results and to deliver better
instructional design. Research provides data that will support education in
this society that is surrounded by technology. It helps educators to know what
technology works for a particular project. Technologies have the ways of
teaching and learning.
It also has changed how academic instructions are
delivered. When using technology tools in an education setting. There are
always concerns about how teachers should approach technology in an ethnical
manner. Considering ethnical practices when using copyrights material found on
the web and using of privacy is very important. Teachers and students need to
learn about using people material and not taking the credit for themselves.
To redesign this assignment to line up with the two PLOs
I had to choose a topic or activity. The topic or activity had to be where I
could use research on technology in educating. It also had to be about ethnical
practices. The assignment that I chose to redesign is from EDU 649. This
activity is surrounded by math skills and online education.
To redesign this
activity I decided to do an action research with my three math classes. This
action research is on how online math games or traditional math learning can
better advance my students learning in their math skills. Can online
educational games advance my students math skills? This is the action research
question. Research has shown that our
students are failing behind other counties in math and reading (Volsky. 2013).
Game-based
learning can motivate students to learning in a fun way. Instructor will develop
the activities using the games to help circumvent major problems plaguing classroom
by pacing students in a frame of mind that is conducive to learning rather than
worrying about how smart they are ( NYU, 2013). Instructor has three math
classes will be divided into two groups. One group will use online games to
enhance math skills and the group will do math in the traditional of using paper
pencil and calculator. Instructor will instruct the group that will be using
online to use http://math-playground.net/,
http://www.sheppardsoftware.com/math.htm and
http://www.sheppardsoftware.com/math.htm.
Students will have a choice of using all or two of the
games. Instructor will present the instruction about the action research to get
the parents’ consent to allow their children to participate in the action
research project. A game need to have two players, but with online games only
you and the computer. When learning using games students move from one level to
another. This action research will be done with my middle school students.
Instructor directs their instructions for this action
research to their students by the use of PowerPoint and Jing. This project will
be done for three weeks. Assignment will be presented to the traditional groups
by the use of print out from the websites. Constructivism is the belief that we
construct our knowledge of our world from our perception and experiences
(Dabbage, 2006). Each one of the online games provides printable worksheets so
that each will be working on the same activities.
One group uses the
computers to do the activity. The other group use paper and pencils. After the
three weeks is up instructor will develop a summative assessment test for the
three classes. The results are what will be used to determine where the online
games or the traditional way improved student’s math skills. For the students
who are struggling. With some of the problems teacher will use the whiteboard
to demonstrate the problems. Each of website provides educating activities for
different ages and grades.
Challenges
The challenges that I encounter doing this redesign is
to not to forget about the use of ethnical practices in this assignment.
Teaching students to respect other materials when doing research using
technology was a challenge. To overcome this challenge I use online games. When
educators use games to teach students they are not not copyright. Most of the
games are free to use and cannot be copy. They can be downloaded to your chosen
technology device. The prints out worksheets are for the use of the games. The
companies give copyright to use as desired.
References
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
NYU.edu,
(2013). Educational Video Games
Can Boost Motivation to Learn, NYU, CUNY Study Shows. Rettrieve from:
http://www.nyu.edu/about/news-publications/news/2013/november/educational-video-games-can-boost-motivation-to-learn-nyu-cuny-study-shows-.html
Volsky,
I., (2013). American Students Fall Behind International Peers In Math,
Science, And Reading.Retrieve from:
http://thinkprogress.org/education/2013/12/03/3011071/pisa-rankings/
Original assignment
Learning
Activities
Mary Scott
EDU 649 Technologies for Teaching & Learning
Instructor: Sandra Calderon
May 30, 2016
Learning Activities
Students will watch a video about shopping, saving and the
using math. They have prior knowledge about adding and subtracting. They have
moved away from the use of adding and subtracting with fingers and objects. In
cooperative learning activities students learn to depend on each other in their
learning tasks (Colorin Colorado, 2015). When students work together to achieve
learning goals they support each other. This is a learning community.
Learning games make students become critical thinkers. The students
will have fun as they are been taught (Romano, 2009). The learning activity
that I have designed is “Our Local Shopping Center.” This game is to enhance
student’s math skills with adding and subtracting. This learning activity is
for K-3 grade. The learning activities are: Students will be able use shopping
skill. Students will be able subtract and add with money. Students will walk
away able to apply to their everyday lives.
The class will create
the shopping center. They choose what items will be in the shopping center.
There will be a total of five groups. Each group consist five students. Each
group will be given $25.00. With this $25.00 they are to purchase as a group
each time they go to the check off counter. Here they will do the self-checkout.
They will use a play cash register with play money in this game.
They will add and subtract as a group. They are to save
$5.00 of the $25.00. This $5.00 will be added back by each group. Teaching
students skills and learning that will benefit students in the future. Each
group has the same task and each student have a specific role (Voltz, 2010).
One member had to decide what to purchase. Another may have to check the
prices. One may decide how the group can save the $5.00, etc.
The group as a whole will total up the $5.00’s when each
group completes the shopping as they save the $5.00’s. They can log on the
computers and go to the website http://www.sheppardsoftware.com/math.htm to advance their learning. When students need help the
teacher is there using the whiteboard to demonstrate or to explain a problem
that students are having with adding or subtracting. The first group to answer
to answer all questions correctly will win. It is not all about win, but
students achieving a learning goal. My learning activity contains a combination
of three instructional methods.
They are discovery, discussion and game. With classroom and
group discussions students are motivated.
Discussion help students retain knowledge and develop problem solving
skills (DePaul University, 2016). Their classroom discussion will be done
face-to-face. It also helps to develop social skills. This method helps
students to achieve their learning goal (Newby, Stepich,
Lehman, Russell, &
Ottenbreit-Leftwich, 2011). Discussions allow students to address their
different beliefs and opinions.
It provides teachers with feedback and foster
collaborative and cooperative learning. With instructional games students will
follow prescribed rules as they reach their learning goal. Instructional games
require students to solve problems and mastery the learning activity (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011). Students need clearly understanding of the game.
Teachers do not need to add group’s scores. The game is to provide
opportunities for students learn the content and to have fun. Teacher can ask
questions about the games, like which the difficult questions, did you struggle
as a group or as an individual to assess (Marzano, 2010).
Discovery was another method that is used in
the game. Through this method students are encouraged to find the right
questions and answers for themselves in the groups. Teacher will arrange the
learning environment, why allowing the opportunities to discover (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011). In each question students should be encourage to
use clues to lead the other students to find the answers to the questions. Students
need to use deep understanding of the content of the game. Students mostly
everyday goes shopping with their parents for items.
They have some
experiences about shopping. Adding and subtracting is very important in our
society today. Math is a subject that our students in the United States are
falling behind in (Volsky, 2013). We as teachers need to discover ways to
enhance student’s math skills. Students should their prior knowledge of
shopping and purchasing. This learning activity will assess students at the end
of every level.
To achieve the
evaluation of instructional method selections I first made a list of the
meaning of the instructional methods. I did this to compare with the methods
selection checklist. During the process of evaluating the instructional method
I found demonstration and cooperative learning scored higher. With the
checklist my learning activity is done by demonstration and cooperative
learning. Cooperative learning provide students with social skills and group
processing learning. Demonstration allows students to see and hear their
learning.
I also allow students
to learn on their own (Newby, Stepich, Lehman,
Russell, & Ottenbreit-Leftwich, 2011). The technologies that are
being used in this learning activity are computer, video and online learning games.
The use of the computer in any technology environment is very important. It
allows you to explore the universal with any connection of the internet. The
computer will be used for playing the video and the games. The reason that I
selection a video for this learning activity is to give students some visual
learning.
Videos give students a
hearing and seeing opportunity to learn. Many students learn best by seeing and
hearing together. Some need hand-on-hands learning. Videos can be played at
anytime and anywhere. This can allow students to learn at their own pace.
Students can view a real or lifelike example of the procedure of the activities
of shopping, saving, adding and subtracting (Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011).
Online games can help to improve the student’s computer skills.
With these games the
students can solve problem and use their strategic or critical thinking.
Children learn when the learning is fun. With game learning, learning will
become personal. Both of the online games start at a beginning level and
students can work their way up to the mastery level. I chose the games because
they challenge the students. Students are competing against themselves (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011).
At the beginning of
the activity teacher will introduce the activity through the use of the video.
It will present the expectations of the activity. The method demonstration will
be symbolized in the video. Through the use of the online games discovery is
embed. Students will discover new skills of adding and subtracting. Game is
represented through the online game. Students are learning why they are having
fun.
References
Colorin Colorado, (2015). Cooperative Learning Strategies.
Retrieve from:
http://www.colorincolorado.org/article/cooperative-learning-strategies
DePaul
University, (2016). Discussions.
Retrieve from:
http://resources.depaul.edu/teaching-commons/teaching-guides/instructional-methods/Pages/discussions.aspx
Marzano,
R., (2010). The Art and Science of
Teaching / Using Games to Enhance Student Achievement. Retrieve from:
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx
Newby,
T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., &
Ottenbreit-Leftwich, A. (2011). Educational
technology for teaching and learning (4th ed.). Boston, MA: Pearson
Education, Inc.
Romano,
L., (2009). 6 Awesome Cooperative Classroom Games. Retrieve from:
http://www.teachhub.com/6-awesome-cooperative-classroom-games
Voltz,
D., (2010). Connecting Teachers,
Students, and Standards. Retrieve from:
http://www.ascd.org/publications/books/109011/chapters/Gathering-and-Using-the-Best-Methods-for-Instruction.aspx
Volsky,
I., (2013). American Students Fall Behind International Peers In Math,
Science, And Reading.Retrieve from:
PLO 1 Demonstrate knowledge and skills related to learning using technology. PLO 2 Demonstrate knowledge and skills in current and emerging instructional technologies.
PLO 1- Demonstrate
knowledge and skills related to learning using technology.
PLO 2- Demonstrate
knowledge and skills in current and emerging instructional technologies.
I
rank these two as number three, because it is about demonstrating knowledge and
skills using technology. Demonstrating knowledge and skills about technologies
is what it will take to live in the 21st century. Both of these PLOs
demonstrate knowledge and skills. PLO number 1is about the knowledge and skills
that relates to using technology for learning. PLO number 2 is the emerging of
instructional technologies. Basic knowledge of using technology can help the
start of learning with technology.
When
we develop skills and knowledge to implement technology into the classroom
students learning is rise to a higher level of learning. You are ready to use
the 21st century tools for learning. When students can demonstrate
knowledge and skills using different technology tools, students develop higher
order critical thinking skills (Mackinnon, 2002). When emerging instructional
technologies teacher need to have knowledge of what kind of technology can
deliver the learning. When using the wrong technology for instruction it can
make learning difficult ( Mackinnon, 2002).
There
are many students that are emerging into our classroom with different language
for communication. The use of technologies to overcome this barrier is
essential to educate these students. There is an online tool call Globefish
Instant Translator that can be used for students with different languages. Here
students can read and write in different languages. They can translate any
foreign text by highlighting the page on the web or off. They can type in a
sentence in any language and translate the language (Han, 2015).
This
tool will be used by my class to do addition in math in another language. I
chose to redesign EDU 651assignment. In this assignment we had to demonstrate
our skills in using four different types of technology tools. They were wiki,
Blogging with Blogger, wikispaces and Twitter. We had to develop an activity
using each technology tools.
To
redesign this activity I thought about what if I could not read these questions
and speak another language. What technology tools could I use for my students to
understand and comprehend what is expected of them. The simply thing is to
create an account and a short activity to demonstrate and post it. These are
learning activities that help students to gain more knowledge and skills about
the use of the technology tools.
For students that
cannot speak English our instructions can be confusing. Globefish help with
reading and writing (Han, 2015). To do the addition problem they will be in the
form of word problems. For instant, two plus five is eight. Here the students
will be learning the numbers in another language. Globefish is an add-on for
your computer or technology device. This link to demonstrate how to use
Globefish will be available for the class. Students may need the tool for their
personal computers to do their homework https://youtu.be/CxYYxjY_jFk.
Students
that have problem speaking English can start learning from single word or a
single sentence. They can also learn by communicating with other that speaks
English. For my English class the use of technology will be implemented to “arouse
student’s interests, promote students’ positive initiative and their ability of
independent study” (Wang, 2016). The instructor will demonstrate the use of
Globefish on the Blackboard for the students who do not understand the demon.
Some students need hand-on-hand demonstration to comprehend.
With
the students speaking different languages it can harder for the instructor to
reach each student. Most computers come with translator app. Instructor will
demonstrate how students can use the basic computers to translate words. After
this the instructor will develop an assignment where students will choice a
technology tool of their choosing. With these technologies instructor will
allow students will present a presentation about how technology can be used to
deliver learning to the non-English speaking students.
All
assignments will be grade using rubrics. This will be their summative
assessment activity. The instructor and students will create a wiki from these
presentations of the technology tool. This wiki will be posted on the school
website with the permission of the appropriate authority. The use of
objectivism and behaviorism is based on most of the instructions and activities.
The learning happen when a correct response is demonstrated following the
presentation of specific environmental stimulus. Some of the activities are
based on constructivism and interpretivism. With the use of the technology to
translate knowledge is embedded in the content in which it is used (authentic
tasks in meaningful realistic setting (Dabbagh, 2006)
Challenges
When
you are redesigning an activity you face many challenges. I have found that in
this course. Choosing an original assignment to redesign is one of my first. To
overcome this would I just read over many assignment until I find one that I
would like to redesign for that PLO or those PLOs. These two PLO 2 and 2 to me
is the same demonstrating skills and knowledge about technology.
Making
sure that the technology tools was not the main focus and not the goal of
subject was a challenge. Technology tools are there to enhance learning. Teacher
sometime make the mistake of losing the goal of the learning activity. Making
the tools the goal of the learning activity is the mistake. Technology is used
to deliver the learning activity. It is also there provide a way of instructing
learning.
Reference
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Han, S., (2015). Globefish Instant Translator. Retrieve from:
Mackinnon, S., (2002). Technology
Integration in the Classroom. Retrieve
from:
Wang, Z., (2016).Applying New
Technologies to Upgrade NonEnglish Speakers’ English Speaking Skills.
Retrieve from:
Original assignment
EDU
651 week 2 assignment
Learning
Activities
Integrating
technology into the classroom has provided students will real world skills.
They will need them in the 21st century to success. Educational
technology allows students to be creators. It will also motivate students to
learn.
Learning activity 2
Learning activity 1
A
Collaborative Story
Teacher will give
students one sentence. The one sentence could be for example, “The boy looked
around and saw a team of horses running right toward him.”
At this starting point students will use wiki
to add and edit text to create their own version of a short story.
A minimum of 250
words is required.
Students will work
together in pairs to complete this assignment.
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