Part A
Title: Chapter 3 Transforming
Learning with Unique, Powerful Technology
Textbook: read pages—45-72
Define and
respond in writing in this section of the module to the following terms (in
your own words) and give one example of each; then post your responses under
the tab “Glossary of Terms” on your Google Web.
Place your URL in this section of your module.
Active learning- students are mentally and
bodily involved in the process of learning, doing something personally to
compare and contrast data and ideas rather than sitting passively seeing
videos, reading about something and listening to responses
Example of Active learning: group projects
Behaviorism- maintains that learning is
observable human behavior formed as reply to events in the environment.
Example of Behaviorism: Students memorize multiplication facts and being
able to say the multiplication facts from memory.
Cognitivisim- Learning influenced by
unobservable and inner constructs such as motivation, perception and memory
Example of Cognitivism: Students study for a test and the following day
successfully complete test recalling information from memory what they studied
without using the study guide.
Constructionism- Learners build knowledge
and meaning from ideas and experiences.
Example of Constructionism: Students discussing a mathematical problem in
a group.
Constructivism- Asserts that every
individual in the world creates and clarify his or her own way
Example of Constructivism: students work independently.
Cooperative learning- Students working together
playing different roles such as presenter, note taker, and writer doing on a
group activity.
Example of Cooperative learning: Students organize information on a chart
working together on it in a group.
Creativity- The expressions of one’s ideas
Example of Creativity: A student drawing a self-portrait of oneself.
Digital citizenship- A member and participate
in a society or country that is protected by legal rights such as being a
United States citizen.
Example of Digital citizenship: freedom of speech
Digital literacy- A combination of
cognitive, social skills, and technical involving a multidimensional concept.
Example of Digital literacy: using Web 2.0 to create blogs and wiki pages
Feedback- A person reaction about a particular subject
matter, product or task.
Example of Feedback: A teacher provide his or her input about a student
project.
Group work- Students working together in pairs, threes
and fours in a group.
Example of Group work: First, teacher gives students a question to
answer. Secondly, students in a small group compare and discuss the answer.
Thirdly, students provide their answer in a whole class discussion.
Information literacy-Students being able to
identify information, understand the organization of information, locate best
source of information based on need, critically evaluate sources and share
information.
Example of Information literacy: Students and teachers evaluating online
information.
Information technology and creative practices-composers, writers,
artists, engineers and limitless avenues for alternatives along with
self-expression that supports the creative thinking processes.
Example of Information technology and creative practices- Students
writing a story using a computer.
Information technology fluency-Students and teachers able
to use essential elements such as intellectual capabilities, foundational
concepts and technical skills of information technology fluency.
Example of Information technology fluency: creating a spreadsheet for a
budget proposal
Inquiry learning- Students’ engagement in
doing real projects and work actively investigating relevant questions in a
subject area.
Example of Inquiry learning: Students observe an object and discuss its
properties.
Internet literacy- the understanding of
online information in electronic formats
Example of Internet literacy: using video chat to have conversation with
friend
Learning groups-students working together
in groups solving problems in ways that produce high quality responses and
performances among peers.
Example of Learning groups: dividing students in groups of four working
together to complete a task
Media literacy- students thinking
critically leaning ways to be more aware about their experiences with
entertainment and social media.
Example of Media literacy: Students define words using digital
dictionaries
Metacognitive thinking-showing students how to
examine their own methods in learning through self-evaluation and exploration.
Example of Metacognitive thinking: Students saying multiplication facts
from memory aloud.
NETS for Students-educational technology
learning standards
Example of NETS for Students: Students create podcasts to share ideas
about a particular subject area.
One-on-One tutoring-Teachers working
individually with students who need additional assistance with their school
work.
Example of One-on-One tutoring: A few students stay after school with the
teacher to receive additional practice in reading comprehension.
Transmission teaching- the flow of information
from the teacher to students
Example of Transmission teaching: A teacher telling and modeling how to
construct a flower parts.
21st Century Student Outcomes for
Learning-standards for schooling to prepare students for information based and
high technology learning.
Example of 21st Century Student Outcomes for Learning:
Students successful completion of a web page.
Visual literacy- the ability to interpret
and make meaning of an image presented in a type of online format.
Example of Visual literacy: Someone that read an image and know its
meaning.
Reference
Edwards, S.A., Maloy, R.W., O’Loughlin, R.V., & Woolf, B.P. (2014)
Transforming Learning
with New Technologies. Upper Saddle River, New Jersey: Pearson Education, Inc.
Part B
Complete a
lesson plan using the information you learned regarding the apps and the web
discussed in this chapter.
Title of
Lesson: Mean, Mode, Median, and Range
Subject:
Math
Grade Level:
6
Objective:
Students will find the mean, mode, median, and range for a set of numbers.
Students will be call on to share their responses with the class.
Standard
Use: 6.25P.29c Giving quantitative measures of center (median and/or mean) and
variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern with reference to the context in which the data
were gathered.
-Calculate
mean, media, range (6th Grade-S.1)
Activities:
Day 1-
Students will be taught the definitions of mean, mode, range and median from
sets of numbers.
Day 2- Using
smart board students will be shown how to find the mean, mode, range and median
from sets of numbers.
Day
3-Students will complete a worksheet on finding the mean, mode, range and
median from sets of numbers.
Day 4-
Students will Excel to create their own spreadsheet on finding the mean, mode,
range and median from sets of numbers. Print out students Excel spreadsheet.
Day 5-
Students will create a web page posing questions about Excel and take a poll on
what others comments about Excel using Poll Builder.
Homework:
Students will be given homework to provide extra practice on finding the mean,
mode, range and median from sets of numbers.
Assessment:
Students will take an online test finding the mean, mode, range and median from
sets of numbers. Students will be given their scores from the online test the
next day to see whether they master concepts mean, mode, range and median.
Part C Textbook
Learning Outcome 3.1
Summarize important research in the science of learning.
The building of new knowledge
based on what is already known and believe is called
constructivism. Learners are better able to contextual and understand new
information when they make connections with what they already know. In
addition, metacognitive thinking and active learning what is a student centered
approach. Students find meaning in their own learning of information. However,
classroom learning and teaching are centered on four theories. The four
theories include the following: behaviorism, cognitivism, constructivism, and
constructionism. Behaviorism means human behavior is shaped by events in the
environment. The process of learning information involves memorization,
demonstration and imitation. The computer or teacher is facilitator and source
of knowledge for students. Cognitivism means influences in learning is
unobservable and internal constructs such as attention, perception and
motivation. The learning strategies involve with this theory include
comprehension, active and transmission of learning. The teacher is the partner,
coach, and lecturer. Constructivism means an individual constructs and
interprets in his or her own way the world. This type of learning involves
computer activities, responses and actions of students. Constructionism means
that students build own their own and add own knowledge. This learning involves a student creating
their own computer educational game. To continue, teachers actively engage
students using four teaching methods. The four teaching methods include the
following: one-on-one tutoring, learning groups, inquiry learning and
metacognitive thinking. One-on-one tutoring is when the teacher works
independently with a students who is struggling with his or her school work
after school. Learning groups is when students are working together in pair,
threes or fours on an assignment or task. Inquiry learning is when teachers
give students projects to do based on active and real investigations.
Metacognitive thinking is when students know how to examine their own methods
in learning through self-evaluation and exploration.
Technology provides different
ways for thinking critically and solving problems. For a long period of time,
the essentials for reflective process include the following: reading
newspapers, magazines and paper books. Today, people read information, images
and words using digital screens. People writings are differently because of
technological devices such as laptops and smartphones. In addition, students
benefit greatly by using technology playing online educational games and
interactive simulations. Students are able to do more on the computer than on
paper. Students encounter the real world problem or other situations of personal
interest to them when playing educational games and doing interactive
simulations. In addition, an example of math game for elementary students is
Spinners. This game teach students about chance, random choices and
probability. Students are able to integrate technology with subject content. To
continue, it is important for teachers to provide feedback for students’ school
assignments, projects, papers and other educational activities. Teachers
providing feedback allows students to see whether or not they are moving in
right direction or wrong direction when it comes to learning information. Feedback
encourage successes and mistakes in learning that is essential for problem
solving and critical thinking. Some technological devices that provide rapid
feedback include the following: online tutoring systems, educational websites
and tablet computer apps. Some other technology teacher could use to provide
feedback on assignments, projects and papers include the following: online
discussion groups, text messaging and real time chats. In addition, Maria
Montessori self-correcting feedback is still use today. Her educational materials
that are use today include the following: map puzzles that are cut out, beads
that can be threaded on strings by tens to create 100 flats and connected to
create a cube of a thousand.
Learning Outcome 3.3 Analyze the meaning and importance of new digital literacies.
Society has been
revolutionized by technology about how people use and find information. Online dictionaries, encyclopedias, apps,
social media has made it possible to explore any electronic topic. In addition,
new digital literacies have come about in the information age that students
must develop to successfully access and assess information. The new digital
literacies include the following: information literacy, Internet literacy,
digital literacy, media literacy, and visual literacy. Information literacy
entails students knowing how to locate information, understand how to organize
information, locate the best sources for information and critically evaluate
sources. Students who are not information literate tend to be overwhelmed or
confused when it comes to evaluating and finding information. This limit the
students’ ability to thinking critically and understanding information clearly.
Internet literacy means students understand online information presented in
electronic format. Students who are internet literate know what online
information is research based. Digital literacy involves a combination of
social skills, cognitive and technical multidimensional concept. Students need
to know how to read and find the meaning of an image or photo. Media literacy
is students thinking critically learning ways about own experiences with social
media and entertainment. Students are able to replace media programming with
ideas of their own. Also, teachers can teach students media and digital
literacies using technologies such as information alerts, multimedia
timeliness, and social bookmarking. In concluding, visual literacy is students
knowing how to access the numerous types of visual presentations such as
diagrams, pictures, charts and graphs. Students who visual literate know how to
create their own diagrams, charts and graphs. Some other visual literacy
technologies that promote learning such as streaming video, vodcasts, online
experiments and simulations.
Learning Outcome 3.4 Discuss how technology facilitates communication and
collaboration.
Technologies have made a new
way people communicate and collaborate in classrooms. Some technologies that promote collaboration
and communication in the school environment include the following: social
media, website publishing, and digital story telling. Students are more
motivate and engage in learning information when they use technologies to
collaborate and communicate with others. Teachers are the ones to provide
opportunities for students to have communicate and collaborate online. Teachers
could have students to create blogs to share ideas and facts about a particular
topic. Teachers could have students to create avatar defining vocabulary terms.
However, teachers could create wiki pages to share educational information with
other educators about effectively teaching students. To continue, active
learning is part of students learning process. Actively learning is also known
as learning by doing, hands-on learning and inquiry based learning. These terms
proposes students are engaged actively in creating models, doing experiments
and working with other students. Students effectively learn information
teachers are using a more student centered approach in the classroom. Also,
group work and cooperative learning are parts of collaboration. Group work is
when students work together in pairs, threes and fours on a task. Cooperative
learning is when student role play such as lecturer, artist and writer. Teachers could do different at activities at
the same time in the classroom whenever they have students work together and
play different roles. An example of group work is when a teachers have her
students work together on class project. A class project could be studying how
objects attract or repel one another. An example of cooperative learning is
students acting out a story. The teacher gives students characters to act out
in the story. In concluding, it is important for teachers to have students
collaborate with each other in the classroom. Students could learn information
from each other. Students enjoy collaborating with their peers because they
find out new information.
Learning Outcome 3.5 Identifying how technology enables multiple
expressions of creative thinking.
Information technologies
provide students and teachers with ways that are powerful to express their
creativity using generated electronically symbols, number and pictures. Many
offers is made by technology ways that promote creativity. Design, drawing and
paint programs offers composers, designers and artists limitless avenues for
individualism and alternates that support creative thinking processes called
information technology and creative practices. Teachers and students can use
technologies in a few ways for creative self-expression. Some of the few ways
are photo editing, graphics and desktop publishing. However, some students are
not creativity. Other students display creativity by painting, drawing and
sculpting. These particular students
write stories, play musical instruments and act in plays. In addition, some
students express creatively ideas using the computer using it for writing data.
Students and teachers express creativity using technology that enables them to
share ideas through social media among known and unknown people. Blogs, instant
messaging and emailing are other ways students and teachers share ideas and
facts. In addition, teachers may add notes and visuals for online presentations
for students to read. Students are able to provide feedback on teachers’ online
classroom presentations. Teachers have face to face video conferences with
parents when problems may rise in the classroom with their children rather than
sending letters and memos home. However, students’ text message each other
rather passing notes in class. Students and teachers have online discussions on
topics using wiki or blog to post, read, respond to others comments. Some
students are not good with communicating with others. These students have to be
taught how to effective communicate with others online. Teachers have to be the
facilitators in teaching students how to communicate effectively online. In
concluding, teachers should show students how to create a blog sharing ideas
for others to read.
Learning Outcome 3.6 Explain the meaning and importance of digital
citizenship
Digital citizenship means
participation and membership in a country or society. In the United States,
every citizen have rights legally and social responsibilities. The rights and protections citizen have under
the law include the following: free from unlawful arrest, freedom of worship
and freedom of speech. Some social responsibilities that are mandatory such as
drivers must be licensed and earners that make wages must pay taxes. Some social responsibilities that are
voluntary are voting in elections, participating in community and civic
organizations. Although a digital citizen have responsibilities and rights, but
his or her freedom do not include blocking and infringing on others rights. A
digital citizen have guaranteed legal rights that involves copyright protection
when posting photos and posting online information. However, a digital citizen
responsibilities involves using technology ethical and safe. To continue, three key parts of schooling
that is organized by nine elements of digital citizenship are school
environment, a student’s life outside school and student learning. Now digital
citizenship is important part of the school curriculum. Teachers are to prepare
students to become digital citizens that are knowledgeable in using technology
creatively and appropriately. Teachers should teach students how to cite their
reports and research paper appropriately when using online information so they
would not be plagiarism. School classrooms integrate digital citizenship
through learning experiences connecting students to the larger society.
However, digital citizenship ethics and skills cannot be attained in a year.
Furthermore, students must continue to learn and practice skills and ethics
that make them better digital citizens.
Reference
Edwards, S.A., Maloy, R.W., O’Loughlin, R.V., & Woolf, B.P. (2014)
Transforming Learning
with New Technologies. Upper
Saddle River, New Jersey: Pearson Education, Inc.
Title: Chapter 4 Designing
Lesson and Developing Curriculum with Technology
Textbook: read pages—74-96
Define and
respond in writing in this section of the module to the following terms (in
your own words) and give one example of each; then post your responses under the
tab “Glossary of Terms” on your Google Web.
Place your URL in this section of your module.
Academic content-Teacher tend to share
understandings, skills, ideas, facts and concepts with students.
Example of Academic content: Teachers teach students discipline specific
grammar.
Criterion-referenced tests-The comparing specific
objectives or standards to students performance
Example of Criterion-referenced tests- a driver’s license exam
Electronic grading software-is a computer program that
allow teachers to rapidly record and calculate students’ grades on a computer.
Example of Electronic grading software: Easy Grade Pro
Enduring understandings-Students remember for long
time relevant information or big ideas after a lesson has been taught.
Example of enduring understandings: Reading
Essential questions-Teachers ask students major
questions about a particular topic.
Example of Essential questions: How I can become a better reader?
High-stakes tests- Graduation exams and other
local, state, and national exams that determines students to be promoted to the
next grade, graduate from high school or entering a college
Example of High-stakes tests- Standardized Achievement Tests (SAT)
Learning assessments-Teacher evaluate student
performance, understanding, knowledge after teaching lessons.
Example of Learning assessments: open ended questioning
Lesson design and development-teachers teach, create, and
evaluate lessons with students.
Example of Lesson design and development: create a lesson plan with the
following titles objectives, materials, activities, following up activities and
assessments
Lesson planning-An outline of what skills,
concepts, ideas and facts that will be taught in the classroom.
Example of Lesson planning: sample of lesson plan format objective:
students will be able to multiply two digit numbers, materials: paper, pencil
and activities: complete a worksheet on multiplying two digit numbers
Norm-referenced tests-The performance of
students comparing with others from the same grade or age
Example of Norm-reference tests: Stanford Achievement Test
Performance assessments- tests requiring students
to perform a task
Example of Performance assessments: portfolios
Standardized testing- Test that measures ones learning.
Example of Standardized testing: Educational Testing Service
Standards-based assessments- Tests that measures what
students are expected to know and what they should be able to do at their grade
level
Example of Standards-based assessments: high school graduation exam
Student learning objectives- the start of lesson
development that includes instructional method, assessment and planning:
Example of Student learning objectives: A question such as how it will be
measured or evaluated?
Student performance rubrics- Assessments that evaluate
course assignments and activities of students work.
Example of Student performance rubrics: presentation rubric
Teaching goals, methods, and procedures- formats that provide what
to teach in the classroom
Example of Teaching goals, methods, and procedures: questioning of
students verifying what they has learned such as why is the season summer
hottest in some places?
Test assessments- Tests that measures what
students know and able to do in academic subject.
Example of Test assessments: multiply choice test on multiplication and
division
Understanding by Design-a curriculum development
approach
Example of Understanding by Design: unit plan on academic topic
Reference
Edwards, S.A., Maloy, R.W., O’Loughlin, R.V., & Woolf, B.P. (2014)
Transforming Learning
with New Technologies. Upper
Saddle River, New Jersey: Pearson Education, Inc.
Part B
Complete a
lesson plan using the information you learned regarding the apps and the web
discussed in this chapter.
Title of
Lesson: Shopping Thanksgiving Dinner Expense
Subject:
Math
Grade Level:
3
Topic of
Main Idea: How to use Excel
Objective:
Students will create a chart calculating the total expense for purchasing food
for thanksgiving using Excel. Students will show the highest cost of food on a
small bar graph they would be on the chart.
Standard
Use: CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to
represent a data set with several categories
Materials:
food magazine, computer, printer, app (Quick
Voice Recorder)
Activities:
Day 1: Have
students cut of food they would purchase from the store for thanksgiving
dinner. Have students to use to the
Internet to find the prices of their food.
Day 2: Teach
students how to enter data in rows and columns on Excel. Have students to enter
their food and cost on their Excel document.
Day 3: Teach
students how to use the Auto sum on Excel to calculate their total expense for
food for thanksgiving.
Day 4: Show
students how to create a bar graph on Excel displaying their food cost for
lowest to highest. Show students how to put clip art on their Excel document.
Day 5: Print
out students Excel documents.
Note: Use my mobile phone to record the class to
review and if needed improve on my teaching performance.
Homework:
Have students write a paragraph about their experience in learning how to use
Excel.
Assessments:
Students will be graded on the quality of work using a Rubric.
Part C Textbook
Learning Outcome 4.1 Describe the
uses of technology in digital-age lesson design and development.
The lesson design and development is activities teachers do in the
classroom that entails evaluating, teaching and creating lessons. Teachers make major decisions based on
elements of classroom instruction when it comes to teaching students. Some of
their major decisions based on elements of classroom instruction include the
following: academic content, learning assessments and teaching goals, methods
and procedures. Academic content is intend information teacher share with
students such as skills, ideas, concepts, understanding and facts. However,
teachers are mandated to teach the skills, ideas, concepts, understanding and
facts from school system curriculum guide. Some teachers use technology tools
in the classroom such as blogs, wikis, and electronic databases so students can
gain new ways to retrieve and research information. Learning assessments
happens after, during and before teaching lesson teachers evaluate students
’performance, understanding and knowledge. Some learning assessments tools
teachers use to evaluate students’ performance, understanding and knowledge
include the following: short answer tests, quizzes, class participation,
observations, multiple choice tests and portfolios. The teaching goals, methods
and procedures have three different meanings on what the teachers teach in the
classroom. Goals are the reasons that teachers teach a lesson. Methods are
instructional strategies to use in teaching students academic content including
the following: discussions, case studies, online tutors, creative writing,
lectures, simulations, inquiry based activities, small groups, learning games
and reflective journals. Procedures are the time teachers allocate for doing
activities and during lessons group students. Teachers normally have a class
schedule that the principals provide them to follow each day for a year. The
class schedule provide information on how much time is spent for each subject
areas such as math, reading, language, spelling, science and social studies. In
concluding, lesson development is support by technology. Some technology that support
lesson development are interactive, presentation and visual thinking software.
Students learning structures for small group, whole group and one on one
instruction are determine by teachers’ goals, methods and procedures. Lesson
planning flow one or two approaches that are different student learning
objectives or understanding by design. Students learning objectives introduce
the framework of lesson development by assessment instructional and planning
methods. Some learning objectives including the following: when, tell who, and
is going to do what. Student learning objectives is no more than what students
learned after teachers teach lessons. In addition, understanding by design is a
curriculum development approach. Grant Wiggins and Jay McTighe provided three
components of understanding by design. The three components include the
following: identify desired results, determine acceptable evidence, plan
learning experience and instruction. Identify desired results the teacher
points out lessons essential questions and enduring understandings to give a
students a framework for exploring a topic. Students organize topics using
essential questions that are examine in a lesson. After a teachers teach
relevant information or big ideas, students will have this in the memory for a
long time meaning they will have enduring understandings. Teachers pick
learning objectives, pinpoint teaching methods and create a plan on how to
conduct a lesson. Also, teachers can
provides students with engaging learning experiences by using free educational
websites such as Annenberg Learner and PBS Teachers. A valuable resource for teachers to obtain
lesson plans for understanding by design and learning objectives is Track Star.
There are some many more educational websites teachers can use in the classroom
such as wordle, star falls and cool math. Students enjoy working on the
computer. Therefore, teachers should integrate technology in teaching lessons
and have students to play educational games on the computer. In concluding,
teachers have to be abreast when other new educational websites become
available online so they can have their students work on them.
Lesson Outcome 4.3 Demonstrate how
teachers connect educational standards to lesson planning.
Many teachers plan lessons considering what to teach listing important
skills, key information and essential ideas they expect students to learn.
Teachers have to make major decisions about what topics to explore and what
topics not to use in teaching students. Teachers must select topics that are
appropriate for each grade level. Also, teachers use learning standards and
curriculum frameworks that guide
what they teach in the classroom. There are local, state and national standards
for every academic discipline taught in elementary and secondary. In addition,
teachers should follow their school curriculum guide in teaching students the
major information. Teachers have teach the major skills, concepts and ideas so
that students could be successful in taking high stake test. However, in
today’s society standardized testing is the focal point in seeing whether or
not students are grasping the important skills, concepts and facts. In other
words, teachers teaching are driven toward teaching students information for
the standardized tests. Students’ creativity is limit more now due to testing.
Teachers barely teach students about art, music and drama. In concluding, some teachers believe that
students are embedded with so much testing that they are not truly prepared for
the real world.
Teacher simultaneously assess students learning as they plan and deliver
lessons. Teachers usually discuss two concepts including the following: (1)
after teachers complete lessons, teachers guide and evaluate students’
performance and (2) teachers monitor students’ performance throughout teaching
lessons. However, there are three factors influence strongly how teachers think
about assessment. The three factors include the following: personal
experiences, standardized testing and teacher tests. Teachers usually teach how
they were taught and assess in school. Teachers that took quizzes and multiple
choice tests numerous amount of time in elementary and secondary use these same
testing formats in their classrooms. Also, teachers assess students learning
from standardized testing. The graders students take standardized tests are
kindergarten through high school. Students that are in high school takes a high
school exit exam that determines whether or not they graduate. However,
teachers have to take the praxis II tests in order to obtain a teaching license
so they can be certificated in teaching students. To continue, some teachers
believe tests assessments determine what students to do and know. Other
teachers believe performance assessments determines how well students perform a
task. However, there are three test assessments. The three test assessments are
the following: norm referenced, criterion referenced and standard based. Norm
referenced tests compare performance of students with others in the same grade.
Criterion referenced tests compare performance of students to specific
standards or objectives. Standard based assessment is a curriculum frameworks
that starts with state, district or national guidelines that points out what
students should be able to do and expected to know when it comes to them
learning. In addition, teachers use electronic grading software that allow them
to calculate and record students ‘grade on the computer. In concluding, some
new approaches to assessment are performance and rubric. Performance assessment
teachers measure what students do when given a task. Teachers use rubrics to
evaluate students’ activities and assignments.
Reference
Edwards, S.A., Maloy, R.W., O’Loughlin, R.V., & Woolf, B.P. (2014)
Transforming Learning
with New Technologies. Upper Saddle River, New Jersey: Pearson
Education, Inc.
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