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Diverse Technology Applications for Diverse Learners

                                             Outline of Assignments and Course Instructional Activities

Presenter: Sharron Williams MS JD

swdeltaeducation@gmail.com

All materials are copyright pending and may not be distributed or copied without the written permission of the author.

Course number: ED 595 C

Office Hours: By Appointment via e-mail

Unleash your educator “super-powers” while using diverse applications of tech-based, novel computer and cell phone downloadable “apps”. Using these “tech” applications along with culturally responsive instruction, provides opportunities to review and support the use of seven downloadable “apps” for simulations, gamification, collaborative project-based learning and student social-emotional support. Lessons become active and engaging,while achieving grade level or content area objectives. Student diversity is an asset and students’ “cultural capital” can embellish instruction.  Teachers have the opportunities for real-time formative assessment through the use of quantitative and qualitative feedback resulting from the use of these “apps”.

Course Objectives: 

      Basic Cognitive Background:

Review research to access information about “Culturally Responsive Pedagogy”.

Develop knowledge of specific web applications which are appropriate for their grade or content area.

Intellectual Development:

Think logically, analytically, and creatively about curriculum planning and

curriculum issues.           

                     Communicate effectively in speech and writing.

                     Conduct a personal review of the teacher’s technology skill-set to increase uses of downloadable computer-based                            and cell phone applications for learning. 

Think logically, analytically and creatively about curriculum planning using culturally- responsive strategies.

      Application of Learning:

Create an evaluation of student profiles and learning styles for two students from present or previous classes.

Design at least two major learning goals will be addressed and plan mini-lessons using the seven technology-based learning applications presented in this class.

 

This study is organized into modules which review specific applications of technology for classroom use.

All submissions, answers to the questions in each module, should be submitted in our Google Classroom.  The Google Classroom code will be sent to students after registration and verification of admission to the class.

 

Module I

Technology Self-Assessment

Essential Question: How does knowledge of TPACK affect educator integration of technology?

Enduring Understanding: TPACK identifies the confluence of content and technology, thereby enabling educators to use these areas of interaction to implement appropriate Ed-tech applications.

This first module is an evaluation of your TPACK. TPACK is a technology integration framework that identifies three types of knowledge instructors combine for successful “EdTech” integration—technological, pedagogical, and content knowledge. (Ohio Department of Education).

Readings from the Ohio Department of Education Website:

Instructional Technology in Computer Science:

Sections for Instructional Technology and Diverse Learners

View the video “What is the TPACK Model?”

CommonSense Education YouTube

Read the class document: How to use TPACK for Teaching and Learning Alignment.

Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

 

Topic: Learning to use TPACK in lesson planning and web applications as support for your lesson presentations.

Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

Module I questions are located in the Class Google Classroom.  The code will be sent  upon registration for the class. Mrs. Williams may be contacted if you have questions using:

 swdeltaeducation@gmail.com

Reference:  Instructional Technology in Computer Science. Ohio Department of Education https://education.ohio.gov

 

Module II

Learning About the Technology

Essential Question: Why use educational technology in the classroom?

Enduring Understanding: Educational technology is a digitized support to provide engaging, effective instruction, helping students to have better access to information, develop 21st century skills of communication, collaboration and problem solving, while also meeting the needs of diverse learners.

Read the class document: Primer for Previewing Educational Applications (located in our Google Classroom).

Read the completed rubric example in our Google Classroom.  This was one way by which a student began completing the Module II assignment.

Preview each tech application by accessing the website. The list and links for the seven web applications to be reviewed in this class are in the class Google Classroom.

Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

NOTE: Specific directions for researching each application will be given after you are registered for the class.  These directions are step by step and very clear as to how to begin researching each site. ( See the Preview Primer handout in our Google Classroom).

Creating a rubric to answer these questions is acceptable and recommended. Example: See also our Google Classroom example.

As you review these applications your criteria should include: Each question within each category should be answered.

Relevance- How does this align with the goals or standards you use in your classes? Differentiation possible? Student profiles can easily be used in differentiation? Would your students find this engaging? Why or why not?

Customization-Can you adapt this “app” easily for use in you instruction? Ease of use?

Thinking Skills-Are critical thinking skills (analysis, interpretation, inference, explanation, communication, collaboration, critical thinking and problem-solving), addressed?

Feedback for teachers and students – Is feedback included in the “app”? Feedback which can be communicated to parents?

Simulations, gamifications, videos, hybrid learning – Does the “app” create or support these?

Reference:

Technology Integration Assessment Rubric123

Module III

Culturally Responsive Pedagogy

Essential Question: Why is culturally responsive pedagogy essential for students’ educational efficacy?

Enduring Understanding: Culturally responsive pedagogy is designed to provide benefits both cognitive and social for all students.  Using the educational philosophy for “student-centered learning”, culturally responsive pedagogy can promote inclusion, engagement, growth and achievement.

Culturally Responsive Pedagogy uses these principles: “Positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum and teacher as facilitator.”

(Ladson-Billings) (1994).

Culturally Teaching and the Brain, Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Zaretta Hammond Corwin Publications (2015) Building Awareness and Knowledge. Climbing out of the Gap. Part I-I.

Read:

5 Culturally Responsive Teaching Strategies. Kristin Burnham

15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List

Creating Learner Profiles

Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

Question 1

What are some culturally responsive teaching strategies (minimum 2)

Question 2

A.Create and submit a student profile for 2 different students in your class, past or present.  You may use a previously created profile or use the example profile provided in our Google Classroom.

B.After creating a student profile for each of these 2 students, which strategy from the information in Module III is most interesting to you and why? (Remember fictitious names only).

Question 3

What is cultural capital and how could a teacher’s knowledge of students’ cultural capital assist in instruction?

 

Module IV

Mini-Lesson

 

Essential Question: How does instruction which incorporates Ed-tech enhance learning?

Enduring Understanding: Technology when used as a support for focused instruction helps students of different learning profiles to engage, collaboration, and innovate. Differentiation strategies are supported by multiple learning platforms.

Academic Question: Please answer with a minimum of 1 typed page (150 words) APA style double spaced.

In Module II you previewed seven Ed-tech applications.

In this Module you will create a mini-lesson using at least two of the applications from Module which best align with your instructional goals.

You should select two applications from Module II.

Remember TPACK. 

  • What is your content knowledge for the mini-lesson? (CK)
  • What are instructional strategies? (PK)

 Which of the seven, Ed-tech application(s), would you use to create a mini lesson? Why?  List the academic standard for the lesson?  List the title of the lesson? State the student population for this lesson? (i.e., grade, subject area, virtual, hybrid, students with disabling handicaps, gifted)?

 

 

The Analytic Assessment Rubrics provided will be used for evaluation of each submission for the module questions and answers.

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