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 it’s the best one out there.

I also was able to reflect on data collection in this course. In my kindergarten classroom, I thought I was allowing my students to collect their own data as much as possible, but reading through discussion boards and articles, I found so many new ways to let them take that ownership! In an article related to students tracking data, Dennis Li says, “the process was having a profound effect on the students: they became very interested and engaged with their own data and tracking their learning” (2017, para. 5). I have always found ways to let my students track their progress, but the methods I was using were relatively broad. I have realized that my students may be able to handle more specific tracking of their own data, and that this can have a great impact on their motivation in the long run!

References

Li, D. (2017, December 11). Why student data should be students’ data. Edutopia.
https://www.edutopia.org/article/why-student-data-should-be-students-data

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

Comments

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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

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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.

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EDUC 630

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