Final Reflective Blog

In Tech Tool 11, the author talks about the effectiveness of using digital portfolios to assess what we have learned.  Here is my digital portfolio that I built after taking the EME 2040 only course at FSW. EME 2040 is an introductory course that is aimed at teaching educators how to successfully integrate technology into the classroom to enhance student's learning. (Technology Integration).  I started this class as a novice, and now I can:

• built digital portfolios
• use Wiki space
• create a WebQuest
• blog
• create and use a rubric to evaluate websites
• collaborate using the web to build a lesson plan
• analyze and assess a selection of technological tools for assisting foreign students.  Picture vocabulary
• evaluate, critique and select technology to assist students who are physically challenged, such as blindness/deafness.assistive technology for blindness  and assistive technology for deafness
• I have been introduced to the interactive whiteboard that is being used nationwide to assist teachers and students in the classroom.  Below is an example of using the whiteboard.  

The EME 2040 course was a very useful course for me.  I have learned many skills I did not have before.

Citations:

Assistive Technology for Blind or Low Vision. (2016). Retrieved December 12, 2016, from http://www.miusa.org/resource/tipsheet/assistivetechnologyforblind

@. (n.d.). Assistive Technology for Deaf Students | Cadan Assistive Technologies. Retrieved December 12, 2016, from http://cadanat.com/deaf-students/

Nouns 1. (n.d.). Retrieved December 12, 2016, from http://www.manythings.org/vq/mc-n1.html

(n.d.). Retrieved from https://www.youtube.com/watch?v=GvC-Sn2eFC0


(n.d.). Retrieved December 12, 2016, from http://www.mrecordportfolio.com/

What Is Successful Technology Integration? (2007). Retrieved December 12, 2016, from https://www.edutopia.org/technology-integration-guide-description

Digital Post #J

In Tech Tool 11 the author talks about the effectiveness of using digital portfolios instead of the traditional exams to assess students.   To find out what the students have learned, it is best to get them involved in pulling out of their own databases to create digital portfolios; using videos, reflective essays, audios, and pictures to show what they have learned.  This way the teacher can see what the students understand and yet need to learn.  This a great way to engage students to assess themselves.  It is very creative and much more productive to understand what a student has learned and what he/she still need to learn.

The next subject of interest is the Digital Teaching Portfolios for teachers.  This is a collection of educational and professional materials stored in an electronic format that will show a teacher’s growth and development over time.  It is advisable for student teachers or teachers who are just starting their career, to build their digital teaching portfolio.   This is another great idea which I will adhere to.  Starting my digital teaching portfolio will show me my growth and will have all that I have learned in one place; instead of multiple files, on my computer.  This digital teaching portfolio can serve as a resume.  The digital teaching portfolio, in my opinion, is a great road map for a prospective employer to understand and see what you know.  

In Tech Tool 11.2, the author talks about using Student Participation Systems in the class room.   The student participation system allows students to learn by answering multiple choice, yes/no, true/false, ranking, numeric and short answer question using hand held remote control devices.   This is done anonymously, allowing all students to participate without being embarrassed because of giving wrong answers.  The students get instant feedback to their answers.   Again, this is a great way to keep student’s attention in the subjects being taught.  Students become active learners instead of passive learners.  They can express their opinions electronically, without the embarrassment of giving wrong answers.  This system allows the student who might not otherwise not, participate to take part in of the activities. 

I feel that teaching in the 21^st century, with the advent of very cool electronic teaching tools, makes easier for the teacher to teach, and easier for students to learn.  It is not just route memory.  Students and teachers come together to learn and have fun. 

Source

Clicker student response systems. (n.d.). Retrieved November 06, 2016, from http://www.findeen.de/videos/clicker_student_response_systems.html

K. (2013). Primary Digital Portfolios. Retrieved November 06, 2016, from http://www.youtube.com/watch?v=h0f6E-DfiUM 

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Digital Blog # I

Rubric made using RubiStar

Digital Blog #H

In Tech Tool 9.1 the author talks about Digital Projectors, which, are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught. 

CC

Students respond actively to visual images that convey academic content.  When the images are portrayed on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the effective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.     

Source

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

(n.d.). Http://www.maggiehosmcgrane.com/2010_05_01_archive.html.

Technology Skills for the 21st Century ESL Teacher. (n.d.). Retrieved October 24, 2016, from http://www.slideshare.net/edunile/technology-skills-for-the-21st-century-esl-teacher

Digital Projectors

Digital Projectors are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught.

Use Images to Generate Class Discussion

Students respond actively to visual images that convey academic content.  When the images are portraited on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

Next-Generation Web 2.0 Presentation Tools

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the affective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.     

Digital Projectors are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught.

Use Images to Generate Class Discussion

Students respond actively to visual images that convey academic content.  When the images are portrayed on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the affective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.