Last week in My Personal Game Plan, I stated that I would like a deeper understand in the following standards;
Standard 1: Facilitate and Inspire Students Learning and Creativity, with an emphasis on indicator b, “engaging students in exploring real-world issues and solving authentic problems using digital tools and resources,” (NETS-T, 2012).
In order to achieve this goal, I approached a few of my peers in both the mathematics and science department, to see how they have used authentic real-world issues in their classroom. My science peers were most helpful at this since they have been doing more hands-on instruction with the use of technology, with assistance from my peers I steered towards Project-based learning, Learning-by-design, and Problem-based-inquiry. This moved me to look back on a previous course EDUC 6711, where I was previously introduced to these different types of learning strategies. I visited the following website Emerging Perspectives on Learning, Teaching and Technology this website provided me with articles and scenarios of how to implement these on different strategies. After reading these articles, I realized that there are many ways in which I could incorporate project-based learning into my curriculum. I also decided on using voicethreads for carrying out this task. As stated by Ross, technology provides us (teachers) with a venue to reach many more students than we were able to reach with print and analog (Laureate Education Inc. 2009).
I decided to show my students my voicethread, and get them familiarized with this technology tool. I have also secured space in the computer lab to have them sign up for this tool.
Standards 2: Design and Develop Digital Age Learning Experiences and Assessments, with an emphasis on indicator c, “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources,” (NETS-T, 2012).
This week’s learning resources has provided me with many ideas on how to achieve this goal. By implementing the universal design for learning (UDL) framework, I am able to develop flexible curricular which will provide my students with multiple ways of assessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation (Howard, 2004, p. 26). I have decided to give students access to our online text, where they are able to review the materials and view the different tutorials available for the lesson. I have also decided to provide students with the “student works” CD which will supply students with all the worksheets we will be utilizing in class. While reading this week’s resources I understand that I will also have to develop a drop box on my computer in order to store student’s assignments.
With the aid of our technology coordinator, I will be able to burn the “student works” CD, and develop a student drop-box. The steps I have taken for reaching this goal, is looking over each students data, to see which ones have IEP and to familiarize myself with their disabilities.
Howard, K. L. (2004). Universal design for learning: meeting the needs of all students. Learning and Leading with Technology, 31(5), 26-29. Retrieved from the ERIC database.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved September 10, 2012, from: http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved September 17, 2012 from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page