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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