![]() Instructional Technology Developement 645 has offered an insight into the application of evolving technologies in the arena of education and how it is impacting students and educators. The goal of this course was to discuss the educational technologies available, standards required to follow and how to prepare for teaching in a technology-rich classroom. Completing diverse activities, addressed the impact and learning outcomes for integration into instruction strategies and the teaching profession. Moving forward, I embraced the challenges and took advantage of learning form my experienced colleagues. Technology will continue to emerge and this course has prepared me to use any of the technologies I learned about in this course to demonstrate my skills and my understanding of the role of educational technology. The supportive textbook/ e-book Teaching and Learning with Technology (6th ed.) by Judy Lever-Duffy and Jean McDonald delivered useful tools and principles how to present technologies in the classroom. The reader-friendly format with assistive videos aligned with the learning outcomes and identified what skills should be mastered at the end of this course. A description of the technologies that were presented and have added meanignful skills and knowledge to my competencies are evaluated in the following list:
I discovered my weak points when it came to apply content to the technologies, such as following ISTE standards to create lesson plans. As my professional background is not in the pedagogical field, the group discussions, feedback and exchange of ideas with my peers helped familiarize myself with various regulations and requirements needed to formulate instruction content.
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![]() Consider your level of educational technology literacy as you complete this course. How competent do you believe you are in order to teach in a technology-rich environment? What other opportunities would you search for to become even more proficient in the use of technology in the classroom? Technology is a market that is constantly expanding, emerging, and evolving. In response to these changes, the standards of teaching are also adapting, setting the bar to flipped classrooms, utilizing critical thinking, communication, collaboration, and creativity. Technology has shifted the aspects of instruction and teaching: information is no longer limited and centralized, but rather unrestricted and available at everyone's fingertips. In regards, teaching and learning are adapting to technological developments. Technology skills, new standards, and student-centered teaching methods are replacing the traditional book-and-teacher centered models. Software and online resources are applied into the digital classroom. To create intriguing and captivating lessons, educational games and quizzes enhance the instructional content. Technology appeals to students as it encourages participation, motivates learning and molds them into responsible digital students. In all sectors of business, there is an expectation of technology knowledge and skills. This critical expertise helps practice critical thinking, communication, collaboration, and creativity. The subject matter and project applications in this course have identified and explored the implementation and integration of several technologies into the classroom such as Google docs, Padlet, Quizzezz, Edpuzzle, and weebly publication. The learning progress has introduced me to the the aspects of the education profession, its standards, and requirements such as the ISTE (International Society for Technology in Education), AECT (Association for Educational Communications and Technology) or CAEP (Council for Accreditation of Educator Preparation). Technology in education has opened a different platform for me. Although I am experienced with technology in office settings and administration, this course has presented content knowledge necessary to create quality instructional lessons. Among theories of teaching and learning strategies, this course explored the technologically infiltrated classroom environment. From past conferences, I learned about translating programs that are relevant for my line of work as an ESL tutor such as Colrorin Colorado. The engagement of this class and the collaboration with my peers in group work has given me insight on how a lesson plan is orchestrated to address the different entry levels and learning styles of the student audience. My very experienced colleagues in the educational field encouraged me to understand the foundations in the educational settings. The different resources we had to apply in our projects such as video clips, podcasts, quizzes and rubrics have expanded my technology literacy in the educational field. I would feel confident with assisting teachers by completing lessons for them and applying these different softwares to create interactive lectures. Additionally, I can use the technologies to make presentations for future positions that demonstrate my skills and view of technology. To stay abreast with technology, I am always looking for opportunities to expand my skills. Development opportunities are offered through the employment portal or throughout university platforms such as Havard University or Shawn Academy. To update or refresh skills, many tutorials are available on YouTube. My professional goal is to remain responsible with the impacts of technological changes and ensure that my students have the resources they need to progress successfully in their academic career. Imagine that you are a high school social science teacher. You have assigned students a ten-page research paper. How do you set-up the assignment to make it clear that plagiarism will not be tolerated and what tools would you use to check for plagiarism? What steps would you take if a student’s paper is found to have been copied in parts from the Internet? Plagiarism is one of the critical challenges that arise with the technological developments and implementations. Academic honesty is a norm that reflects a responsible work ethic and conduct. Academic work should reflect original ideas that are generated from knowledge promoted from lessons. Academic honesty focuses on honesty, trust, fairness, respect, and responsibility. Individuals are held accountable for presenting their best work in a positive matter, with integrity and attentiveness, and by giving credit to resources that have contributed to explain or form an idea. This fun video from youtube is a short directive on what defines the term plagiarism.
In an effort to avoid plagiarism, I would integrate an additional lecture class to the outgoing assignment of the ten page essay. This lecture would include a discussion on plagiarism, the requirements of academic honesty, and a video with visual examples on how to steer away from plagiarism and what shortcomings to avoid while writing the paper. Additionally, I would incorporate a tutorial to thoroughly assess the subject followed by a short test to examine whether the subject matter and the principles were understood by the students. To determine, whether essays where written within the academic integrity limits, I would use Turnitin. This tool is available for teachers and students and assists in detecting the credibility of the work submitted. Prior to submitting the paper, students can upload their document to evaluate their work and receive immediate feedback on the authenticity of the essay. the student can follow up with corrections and adjustments before submitting a final version. Other great tools that assist with plagiarism check are Grammarly, Plagly, or EasyBib. In the scenario that a student has submitted dishonest work, I would consider examining various aspects before I confront the student and come to a decision:
Kahoot! offers multiple-choice answers, surveys, and discussions and provides a quick feedback, ranking the participants by their scores. Although Kahoot! is very popular, Quizizz is more accessible in design and is easier to navigate. Students can access the test from any device by entering the code for a particular activity. It also allows the students to proceed at their own pace, or skip a question if they don't know the answer. Quizzizz does not provide this option. The final score on Kahoot! provides a formative assessment of what the students know, where their strengths and weaknesses are and is exported to an Excel report for the teacher to review. Learning about Kahoot! and Quizzizz is a valuable experience and considering a different path in my professional development, I will very likely not be applying these tools. However, with the knowledge I gained, I may assist teachers in creating interactive quizzes to include in their teaching material.
![]() Select the five distance-learning technologies that you would prefer to use if you were teaching a distance-education or blended course. Reflect on your teaching style and your students’ learning styles and how each of the selected technologies would be received, depending on the students’ learning styles. Facing the current pandemic events, the traditional teaching method in the classroom is shifting more and more towards online delivery methods. Many educators are finding themselves planning lessons by applying various technologies and platforms to convert their traditional teaching method to a distance delivery. The positive aspect about distance learning is that can either be administered in a synchronous or asynchronous time schedule. Synchronous classes are scheduled during a certain time and students have to log in to the lesson to participate and interact all together to earn credit. The asynchronous teaching delivery is the most popular and preferred method, as it provides a flexible opportunity to explore and expand knowledge. With the continuous developments in the technological market, there are internet tools such as telephony, video conferencing, internet meetings, email, chat rooms, forums, learning management systems, wikis, blogs, podcasts, vodcast, and social networks that support and enhance distance learning. Implementing these diverse tools, allow teachers to be creative in their lesson delivery and design an interactive learning experience for the students. In a hypothetical teaching position, the technologies that I would select to teach a distance class would be email, blogs, learning management systems, video meetings, and discussion forums. These instruments typically are very adaptive, encourage participation, and keep students engaged. Emails are not only applied in distance learning but are also the main form of communication applied in businesses/jobs and all other message transmissions. Blogs and discussion forums allow students to post messages and participate in discussions that support learning in groups. The discussions facilitate reflections and establish collaboration through questions and answers by providing contexts for engaging in higher-order thinking. Video meetings are popular as it allows participants to meet virtually and address questions, discuss topics, and get to know each other. The learning management system is a great online teaching platform that delivers all components of effective online lesson delivery. Teaching material and assets can be uploaded and are easily accessible to the students. It assist in organizing lessons, storing data, monitors students progress and performance, delivers analytics and delivers a personalized teaching solution. Read more about the advantages of the learning management system in the article The Top 8 Benefits Of Using Learning Management Systems by Christopher Pappas and explore the resources that can can be integrated in creating an online lesson delivery. In a recent discussion with a teacher friend I asked him how is he adapting to transitioning to online teaching, a prospective lesson delivery that is debated by the school districts. My friend revealed, that he mostly misses the immediate interaction with the students. In the classroom setting he would receive immediate feedback on whether they followed and understood the lesson or concept. In a classroom setting teachers build an immediate rapport with the students that is more personal. In online classes this accord is missing as the communication and interactions happen electronically. Reflection on learning experience Moving on to the next set of projects, I adapted to the guidelines of the experienced teachers in my group. As a novice in the teaching discipline, I enjoyed learning about Storybird to create movies, Edpuzzle to design interactive video tutorials, and the application of Padlet as a "pin board" to share ideas and resources related to our topic, "Christopher Columbus". The access to these applications has definitely expanded my knowledge in creating fun lessons. The perpetual communication, evaluation, and exchange of ideas with my team has helped me overcome the challenges that I have encountered being from a non-certified teaching profession. Taking these projects into account, in order to create a lesson plan a level of expertise is necessary, and I learned that I enjoy integrating technologies over creating lesson plans. Click the links below to see the outcomes of our projects! What would you do if you saw one of your students sharing personal information about themselves or posting detrimental comments about others on the Web? What is the limit of your responsibility under those circumstances? As the web evolves and a plethora of tools are offered to socialize, collaborate and interact with others in the community and across the world, it is important to be aware of the power of words, the dangers that can harm reputation, comments and photos that are shared on platforms and viewed by strangers. The content an individual shares online creates a permanent record of their publications and may be accessible to anyone who is researching the person. Favorite social media that students use to stay interconnected are Facebook, Instagram, Snapchat and Tik Tok. Apart from criminals and hackers who are adept to steal personal information from these accounts, the biggest threat are fellow students. Negative comments and revenge actions that cross the line and foster cyberbullying are the most dangerous implications that social media can stimulate. Embarrassing comments, humiliating pictures are hurtful content that distress and traumatize the person involved and their families. Not to mention that the individuals who initiate and participate in cyberbullying will face criminal charges. Teachers and educator are encouraged to question the student posting detrimental comments and have a duty to report any type of cyberbullying. An incident at my kids school has shown how crucial it is to intercept immediately in order to avoid tragic and fatal outcomes. The negative comments that one student was receiving on her social media have went unnoticed by her family and friends, and her change in attitude was not followed up by her teachers. Embarrassed and humiliated over these messages, the student committed suicide to avoid further confrontation and the incoming string of negative messages. Her decision to end the hostilities left her parents and her siblings traumatized, an entire community grieving, and questioning how the situation could have been avoided. Identifying critical hints and components of cyberbullying are of vital importance. Intervening at the right time, anytime, can avoid further implication and have the harasser charged with criminal behavior. Victims of social media harassment also need to know that teachers, counselor or hotlines, where they can remain anonymous to state their case, are resources that can assist them to solve their dilemma. Pew Research Organization has elaborated in a survey published 2018, that 59% of teenagers have experienced some sort of bullying through social media. The article A Majority of Teens Have Experienced Some Form of Cyberbullying demonstrates that it is an ongoing issue among teenagers and students because mostly it is considered a harmless act of revenge among friends and it goes unnoticed. My Learning Experiences on Projects 2-5 Moving forward with the weekly assignments the focus was on creating a lesson plan by integrating various technologies in the aspect of teaching a lesson. After overviewing the projects, we discussed and divided the tasks among our group. Collaboration relied heavily on communication as many details had to be worked out. The guided experience and resources of the teachers in our group were impeccable. Their excellent resources helped me better understand the complexity of these projects and how I might develop my lessons if I would become a teacher. The application of Slack and Google Docs continuously contributed to our productive online interactions and sharing of files. The framework of this project was to design a classroom that presents an all inclusive and blended learning environment. The project indicated that a budget of up to $20,000 were allocated by the school district to create a classroom that improve the learning environment and support the teacher's instruction.
Our group decided to virtually meet to discuss and brainstorm to find solutions to create this ideal classroom environment. We communitcated through messages, emails and set up Slack, for sharing ideas, comparing results, reviewing drafts, formatting documents through Google Docs. My assignment in this group project incorporated researching the technologies and their prices, and compile a list of the resources. The primary challenge was to find equipment to prices that were affordable and within the limits of the budget. Comparing several sources and technology sites, consulting with my team members for decison making on products helped in determining the ideal technologies and equipment. Communication was key in decision making and staying on task to complete the assignment. Each team member added great value through their expertise, knowledge and innovative ideas. Personally, I learned about new working applications such as Slack and Lucidchart that I will apply in future team work and communication. Please click the button below to read about the solutions for the ideal 21st classroom our group came up with! Learning content within the framework of a language that is not your native language can be challenging. Consider how you would respond to this challenge. What technologies would help you if you were facing learning new content in another language?
Learning in a language that is not your native language is a very challenging aspect. Speaking five languages myself, I often get asked in which language I think. It is difficult to answer this questions, as the thought process involves several steps of translations. During my undergraduate courses, I encountered this obstacle in Math and Chemistry. Paricularly Geometry was challenging. Since I completed my high school education overseas, many definitions, rules, compounds and formulas I had learned would not make sense in English. In order to keep up in class, I spent extra time on researching online to find correct translations that correlate with the processes explained in the lectures. In my role as a ESL tutor I assist students from foreign countries in studying and adapting to the new school environment, language and culture. Majority of the students arrive from Hispanic countries. They face the same challenges, as I had experienced them years ago. A translation has to succeed in order to understand and follow the lesson/lecture in English. Students expericene a lot of pressure having to learn a new language and following along the lesson at the same time. To avoid frustration and encourage learning, I conversate with them in both languages during their ESL sessions. At this rate, they can expand their vocabulary and by mixing the conversation in both languages, it simplifies the learning. To assist them with acquiring technology skills, how to navigate the internet and do research pertaining their assignments in Math, Biology, Chemistry etc., I adjust the language settings on the web browser to the native language of the student. This minimal adjustment empowers the student not only with technological skills, but also with learning to find information pertaining to the Math, Economics or Physics lesson in their native language. This technical alignment affixed to information and notes/material from class enables the student to match up expressions, formulas, follow directions and increase English vocabulary. Additionally, to expand my expertise in technologies that support and assist English Learners, I often refer to Colorin Colorado. This bilingual site offers a variety of resources for educators and parents that connect with strategies to increase student achievement. Of all the types of teacher task software, which do you feel are the most essential for you to have to help you manage your classroom? Explain how each would benefit your teaching.
Software application in the classroom supports productivity, management and creativity. Emails, files sharing, document storage are relevant to collaborate and communitcate with colleagues, students and parents. Google Docs offers various task managements from documents sharing, file storage, email settings, calendar management and classroom management. Google Docs is a favorite software as it is free, easily and generally accessible. In our ESL group we practice using this software as all team members have access to it. Colleagues are able to submit and access documents from remote locations, instantly review notes or meeting memorandums. For instance, during Zoom meetings, all participants have access to review the documents discussed and instantly update contacts or other forms regarding the meeting agenda. Google Docs is also highly favored by students, as it offers and array of templates for documents, group work is easily supported and facilitated, homework and drafts can be directly submitted to the teacher, and presentations can be created efficiently. Furthermore, this software offers a quick access point to YouTube to watch informative clips and translation tools. An example for learning management that is a useful tool for teachers and instructors, is Schoology. This online tool allows to create, manage and share educational content. For beginners, it is helpful to take the tour and explore strategies and toolkits on how to create and apply a successful classroom management. During my Instuctional Technology courses I had the opportunity to explore this management system and found that the platform is very resourceful in application, collaboration and communication. Creating courses, lessons, overview of attenance and grades, implementing quizzes and surveys are some of the services that are included in this system. Furthermore, collaboration is extended to educators and students from other schools. Technology developments have enhanced the modern classroom teaching. Computers, tablets, and apps have amplified the traditional "old school" classroom to a digital classroom that has become an all inclusive teaching environment to all students from all entry levels and diverse backgrounds.
Software applications and an array of technical supportive devices such as SMART technologies offer various fun and flexible resources that engage students and assist the teacher/instructor in incorporating different methods to enhance student learning. One great example how technology facilitates learning is the ITD 645 course, that requires the e-book version of Lever-Duffy, J. & McDonald, J. (2018) Teaching and Learning with Technology, (6th ed.) as part of the course material. Once purchased, the e-book can be downloaded to various compatible devices and is readily accessible in locations that are supported with internet connection. This simplifies the learning process as it allows the student to stay on track with the readings and offers various external links to videos and resources that are helpful references. Another cool feature the e-book offers is that pages or chapters can be digitally shared, sections can be highlighted or quoted without carrying an entire book around. Multimedia encompasses multiple media combined into a single integrated whole. Considering that there are three basic learning styles: auditory, visual and kinesthetic, what do you think are the advantages of using multimedia in a classroom presentation or in a piece of software, rather than strictly audio or visual technologies? The advantage of using multimedia in a classroom presentation is that it keeps the students and the audience interested and focused. It increases the attention because the auditory, visual and kinesthetic learning styles are exposed to so many facettes of learning. Learning with technology increases motivation and self-esteem. The stundent can gain a sense of empowerment by learning new technological skills that are key in real life. Multimedia also increases participation of students and enhances the learning process that assists students in retaining concepts and process. Kinesthetic technologies maximizes student learning through virtual interaction and participation. This type of technologies provide the opportunity to interact, navigate and gain in depth exploration of the lesson content. In school and classroom environment, multimedia technology creates an all inclusive learning environment that assists students with diverse backgrounds and entry level to retain and learn. Language-, hearin- or visual- impaired students are exposed to technologies that are suitable for them to interact with their peers and experience unique scenarios. The experts in the article Helping with Visual Disabilites present various technologies and resources that are applied in higher education to accomodate and include students in their academic progress. During the COVID-19 pandemic and the closure of schools and campuses the teaching methodology had to evolve beyond the classroom. Technolgogies applied in the classroom were not available to teach as per the usual classroom sessions and lectures. The remote accessiblity of audio, visual and kinesthetic media was not accessible to all students equally. Many families faced challenges pertaining to technological devices, internet and compatibility of programs. Teachers also encountered challenges associated with classroom managemet, lesson distribution and the learning outcome. Given these challenging times, the educational field had to think about technology that can be expanded beyond the classroom and that is applicable and accessible to the diverse student body of all entry and social levels. The key component of an educator is to plan and design lessons that follow the requirements and outcomes endorsed by the school district. The two frameworks that assist the educator in creating a lesson plan are the Design-Plan-Act (DPA) and Dynamic-Instructional-Design systems (DID). The DPA planning process is a helpful planning tool that breaks down the lesson planning systematically. The DID instruction planning encompasses the student audience, performance objectives based on Bloom's revised taxonomy of learning, learning and teaching strategies, technology resources that enhance the learning outcome and a final assessment of the instructional design. The DPA method outlines the overall lesson objective. In contrast, the DID system focuses on the detailed task of daily instructional activities, including supportive technologies and materials and concludes in a evaluation survey of the lesson outcome. Evaluation and feedback are critical as it provides guidelines in which areas a lesson can be improved or enhanced.
Planning and desinging lessons are structurized agendas that keep a professional educator organized and adhering to the school standards. Most importantly, they set the stage for a successful teaching year. The challenge presented here is to become familiar with the school or district teaching standards. Through practice, application and evaluation of DPA and DID planning methodologies, the educator is presented with opportunities to evolve, build skills and advance professionally. Think back on a classroom environment in which you were not as successful as you might have wanted to be. What were the factors that you encountered from the teacher and/or other students that may have hindered your learning? How will you mitigate such factors in your own classroom?
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