Video Discussion Board 4

Topic: Roblyer & Hughes (2019) discuss the importance of equitable access to websites for all students in Chapter 8. Address examples of how you use technology and assistive devices to create a classroom designed to meet the needs of all of your students.

Transcript:

Roblyer and Hughes mention four strategies to implement blended learning within a district. These include district initiatives, goals, professional development opportunities, and reduced barriers (2019). Luckily, I work in a county that has done all of these things. My county leaders encourage us to try new things with blended learning, and even encourage us to embrace our failures as learning opportunities. This was very helpful and motivating as a first-year teacher trying out blended learning in a kindergarten classroom.

Our county is rich in resources, and provides us with resources that have a wide variety of use for children at different levels of learning. During our reading block, my students are split up and one to two groups of kids get to use our Chromebook laptops. Jill Barshay writes about blended learning, specifically in the kindergarten environment, and points out how it can help manage a large class size (2011). With a class of 26 kindergartners, this allows me to work with smaller groups one-on-one, while my other students get personalized instruction on the computer. The tools that they use during this time know what level my students are at and provide materials to help with their specific goals. For example, my highest level readers may read a story that includes many of their power words, then take a fun quiz game to test their comprehension. Meanwhile, my lower level readers will be reading along with the computer, being instructed to use their mouse or finger to follow the words and practice tracking text. This is all done with one website, but meets the needs and goals of all individual students.

References:

Barshay, J. (2011, October 25). Kindergartners blend e-learning, face-to-face instruction. Education Week. https://www.edweek.org/ew/articles/2011/10/26/09blended_ep.h31.html

Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.) Pearson.

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Video Discussion Board 2

Discussion Topic: Roblyer & Hughes (2019) discuss the importance and use of data collection and analysis in Chapter 4. Address examples of how you collect data from your students and how you use that data. Have you taught your students how to collect and organize data? What methods worked well for you? Transcript: In our kindergarten classroom, we do not give any written tests, so data collection comes from a lot of one-on-one conferencing, verbal assessment, and observation. Our reading program comes with a virtual data collecting site where we constantly track our students’ data and progress in real time. Any time I read with a student or work on one of their goals, I enter it as evidence in the program and I am able to use that evidence to see what that specific student needs to work on next. My students know that I bring my laptop as I read with them, and we review the evidence I am collecting, as well as their next goal. While it took time to acclimate to collecting ...

Technology Trends Infographic

References American University. (2018, September 7). The future of education technology. https://soeonline.american.edu/blog/the-future-of-education-technology Patterson, S. (2014, July 7). Coding for kindergartners. Edutopia. https://www.edutopia.org/blog/coding-for-kindergarteners-sam-patterson Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8 th ed.) Pearson.

Video Discussion Board 5

Transcript: I have truly enjoyed this course, and I feel that I will take a lot of what I learned into my classroom! I often think back to our earlier readings, when Roblyer said “teachers who develop technological pedagogical content knowledge strategically and simultaneously consider their knowledge of pedagogy, content, and technology to design and integrate technologies into content-based teaching” (2019, p. 17-18). I found that my biggest challenge these past 8 weeks was admitting that some of the technology I was using may have been out of comfort. While the tools that I was using worked, this class pushed me to branch out and research newer websites and tools that can have an even greater impact on student learning! The biggest lesson I will take away from this course is to be picky with the technological tools I provide my students, and stay up to date with things coming out. Just because I am familiar with one tool does not mean ...

EDUC 630

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