About me
My name is Monica Chavira, I am 35 years old. I am a mother of two wonderful children. My daughter Shelby is 13 years old and loves STEM and plans to study architecture. My son Matthew is 10 years old and loves computer science but loves the idea to be a service to the community and wants to become a member of the law enforcement field. I am a wife of 11 years to a husband who obtained a bachelors degree in Business General Finance and is currently pursuing a bachelors in Education as well.
My expectations for this Educational Technology course is to be more acquainted with technology being applied in the classroom to supplement the learning process of my future students. Strategies and programs that will help me organize grading and using programs that will assist in assignments for my future students.
My view on the role of technology education is a beneficial tool that will help improve the quality of teaching and sustain the on-going improvements in the education world. It assists in the classroom to divide in groups to take turns to complete stations and technology is an added source that sparks interest in all students.
Technology has yield to be an effective method to continue my studies while in college. We've been living in trying times and technology was our saving grace in the continuation of our studies. It helped to not put a hold on my studies by using technology to make our courses effective virtually.
I am not specific on grade level when it comes to teaching elementary level but, to choose a grade level for the sake of explanation I would choose 2nd grade and technology can be applied efficiently when using stations during vocabulary study. Students will be separated into groups to study vocabulary words in different methods. I would have different stations to address the terms by word bingo, word reading, sentence structure, and computer vocabulary activity. Technology will allow me to add a station and an interesting twist into learning vocabulary through use of computers. Students are always interested in using a form of technology through iPads, computers, projectors, etc.
My expectations for this Educational Technology course is to be more acquainted with technology being applied in the classroom to supplement the learning process of my future students. Strategies and programs that will help me organize grading and using programs that will assist in assignments for my future students.
My view on the role of technology education is a beneficial tool that will help improve the quality of teaching and sustain the on-going improvements in the education world. It assists in the classroom to divide in groups to take turns to complete stations and technology is an added source that sparks interest in all students.
Technology has yield to be an effective method to continue my studies while in college. We've been living in trying times and technology was our saving grace in the continuation of our studies. It helped to not put a hold on my studies by using technology to make our courses effective virtually.
I am not specific on grade level when it comes to teaching elementary level but, to choose a grade level for the sake of explanation I would choose 2nd grade and technology can be applied efficiently when using stations during vocabulary study. Students will be separated into groups to study vocabulary words in different methods. I would have different stations to address the terms by word bingo, word reading, sentence structure, and computer vocabulary activity. Technology will allow me to add a station and an interesting twist into learning vocabulary through use of computers. Students are always interested in using a form of technology through iPads, computers, projectors, etc.
Reflective Journal
Integrating software and/or programs into activities, lessons, and assignments can supplement teaching effectively to aid in comprehension and increase interest and motivation in the classroom. Any time that a student is given the opportunity to utilize a device, or a program gives a learning advantage from a different perspective. Educators can be effective at delivering instruction, but when you compliment your instruction with programs, it can simplify learning and increase satisfaction for both the instructor and the student. For example, I will give a realistic scenario. I am a 3rd grade teacher, and my students are presented with a lesson on general hand washing and what preventive measures are performed to reduce the risk of becoming sick. After the lesson is concluded, the students are assigned to groups to create google slides of a step-by-step process of hand washing and creating a final slide of the benefits of hand washing. Students are simultaneously encouraged to research informational articles to aid in the comprehension of the subject. I take this opportunity to teach how to use credible sources online with information.
My scenario listed above aligns and connects with the ISTE standards for Teachers in the following, “Citizen – Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.” This is adequately addressed when I encouraged students to utilize the internet to research factual content that will help students complete their google slides on the topic of discussion. It also addresses ISTE standards for Students in the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.” This is adequately addressed when students have the accessibility to research and apply their newly acquired knowledge into their own words by using google slides and group collaboration.
New skills and abilities are developed in this group assignment when using google slides and online research by applying critical thinking when students are expected to explain in their own words what the procedures of hand washing are and the preventive measures. Effective communication is expressed through the content applied within the slides and during group discussion. Collaborative practice is at play when students are assigned in groups with their classroom peers that encourage them all to review sections of the article/s selected for the assignment. Culture is respected as there is no differences being made within the assignment and students are grouped at random for every group assignment to make the classroom more equal and equitable. Creativity is at play as the instructor gives the students the choice of selecting credible articles of their choice to provide as a guide for their creation of their slides. Connectivity to the lesson, research, and group work is expressed throughout the whole session on the subject.
The advantage of using google slides is to facilitate the delivery of their presentation in class and when applicable, virtually. It helps transferring the student’s portfolio digitally to keep record of their progress and promotes the development of learning how to appropriately use digital devices. The disadvantage of using digital resources is the lack of practice in fine motor skills. Sometimes developing critically thought-out responses may differ from paper to digital.
My scenario listed above aligns and connects with the ISTE standards for Teachers in the following, “Citizen – Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.” This is adequately addressed when I encouraged students to utilize the internet to research factual content that will help students complete their google slides on the topic of discussion. It also addresses ISTE standards for Students in the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.” This is adequately addressed when students have the accessibility to research and apply their newly acquired knowledge into their own words by using google slides and group collaboration.
New skills and abilities are developed in this group assignment when using google slides and online research by applying critical thinking when students are expected to explain in their own words what the procedures of hand washing are and the preventive measures. Effective communication is expressed through the content applied within the slides and during group discussion. Collaborative practice is at play when students are assigned in groups with their classroom peers that encourage them all to review sections of the article/s selected for the assignment. Culture is respected as there is no differences being made within the assignment and students are grouped at random for every group assignment to make the classroom more equal and equitable. Creativity is at play as the instructor gives the students the choice of selecting credible articles of their choice to provide as a guide for their creation of their slides. Connectivity to the lesson, research, and group work is expressed throughout the whole session on the subject.
The advantage of using google slides is to facilitate the delivery of their presentation in class and when applicable, virtually. It helps transferring the student’s portfolio digitally to keep record of their progress and promotes the development of learning how to appropriately use digital devices. The disadvantage of using digital resources is the lack of practice in fine motor skills. Sometimes developing critically thought-out responses may differ from paper to digital.
Newsletter Journal
Integrating tools and programs such as AdobeSpark, Crello, and Word aid in supplementing lessons and activities for teachers and students to form a variety of options to pick from. Technology is a growing industry, but it is a necessity into simplifying schoolwork and promoting motivation as students are learning and discovering more about technology. As a fifth-grade teacher, I would present a Social Studies lesson about, the American colonies and Great Britain that led to American independence by using an informational book and article clippings on the internet about the subject and presenting those materials as a class. I would have them create a newsletter using a program of their choice listed above to assess comprehension of the lesson. Students would be partnered with a peer to help in discussion and provide said articles and book to assist in their activity.
The connection to ISTE Standards when using the tools and programs to aid the lesson and assign to create a newsletter through ISTE standards for Teachers is the following, “Analyst – Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: 7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.” This addresses the use of the programs listed to supplement a student’s opportunity to explain their reasoning of the lesson into the form of a newsletter. The connection to ISTE Standards for Students is the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” This addresses when students use digital sources such as the listed programs above to apply their comprehension and knowledge of the subject into a presentation that is clear for the teacher to evaluate.
New skills and abilities are developed in this lesson and newsletter assignment applying collaboration in their partnerships, good communication of the content when the students create a newsletter that is comprehensible and explains their understanding of the information. Citizenship is expressed through understanding that the history of this subject was something that occurred before our time. Creativity is at play when the students can apply images onto the newsletter that corresponds to the content discussed and reviewed.
The advantages of using the following programs to create a newsletter is the simplicity and guidance of the program to create a professional and educational piece to give a clear explanation of the subject. The disadvantage of the programs could delay a student if they have no knowledge of how to use the program which is why it is essential to teach about the basics and the navigation tools prior to assigning and giving students the option of using the program.
The connection to ISTE Standards when using the tools and programs to aid the lesson and assign to create a newsletter through ISTE standards for Teachers is the following, “Analyst – Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: 7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.” This addresses the use of the programs listed to supplement a student’s opportunity to explain their reasoning of the lesson into the form of a newsletter. The connection to ISTE Standards for Students is the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” This addresses when students use digital sources such as the listed programs above to apply their comprehension and knowledge of the subject into a presentation that is clear for the teacher to evaluate.
New skills and abilities are developed in this lesson and newsletter assignment applying collaboration in their partnerships, good communication of the content when the students create a newsletter that is comprehensible and explains their understanding of the information. Citizenship is expressed through understanding that the history of this subject was something that occurred before our time. Creativity is at play when the students can apply images onto the newsletter that corresponds to the content discussed and reviewed.
The advantages of using the following programs to create a newsletter is the simplicity and guidance of the program to create a professional and educational piece to give a clear explanation of the subject. The disadvantage of the programs could delay a student if they have no knowledge of how to use the program which is why it is essential to teach about the basics and the navigation tools prior to assigning and giving students the option of using the program.
Mind Mapping Journal
Integrating the program “Mindmeister” mind mapping tool for creating a mind map maximizes learning as it aids students to become engaged in their learning. Students often become bored when they are just reading informal texts and a great way to capture motivation is to apply an interactive activity that will promote engagement between students and using digital tools. For example, in a third-grade setting students are learning about nutrition during health class. Students discuss as a class about what are the important kinds of foods to consume and how they are compartmentalized into separate sections. Students are assigned to create an interactive presentation mapping a web separating the different types of nutrition and labeling them with example foods. Students are given the option to draw out a map web or to use the computers to digitize a map web.
The connection to ISTE Standards on utilizing a map webbing tool online and educators assigning the program through ISTE Standards for Teachers is the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.” This is true as we are using a learning strategy by applying a digital platform for students to use and create a mapping web to express their comprehension of the lesson. The connection to ISTE Standards for Students is the following, “Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals. 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.” This is a pairing standard as students are required to express themselves creatively through digital media and can communicate their understanding through the mapping tool platform.
New skills and abilities are acquired using the mapping tool “Mindmeister” by having a clear communication of their understanding of nutrition and how they can align certain food examples onto the right sections. Critical thinking is applied because students are free to develop and use a variety of examples when they are asked to list examples of each section in the map. Creativity is expressed when they get to design their map through the program which makes the information eye-catching and comprehensible.
The advantages of using “Mindmeister” are that it facilitates mapping or webbing the key ideas of a reading whether it is informational or literary. It gives you endless possibilities to create bubbles, sections, and sub-section, etc. Most features are accessible. The disadvantages of “Mindmeister” are that to use certain features it requires a monthly subscription to use. While the price isn’t high, it may hinder student access as there are additional features that could be useful in the classroom or for lessons.
The connection to ISTE Standards on utilizing a map webbing tool online and educators assigning the program through ISTE Standards for Teachers is the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.” This is true as we are using a learning strategy by applying a digital platform for students to use and create a mapping web to express their comprehension of the lesson. The connection to ISTE Standards for Students is the following, “Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals. 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.” This is a pairing standard as students are required to express themselves creatively through digital media and can communicate their understanding through the mapping tool platform.
New skills and abilities are acquired using the mapping tool “Mindmeister” by having a clear communication of their understanding of nutrition and how they can align certain food examples onto the right sections. Critical thinking is applied because students are free to develop and use a variety of examples when they are asked to list examples of each section in the map. Creativity is expressed when they get to design their map through the program which makes the information eye-catching and comprehensible.
The advantages of using “Mindmeister” are that it facilitates mapping or webbing the key ideas of a reading whether it is informational or literary. It gives you endless possibilities to create bubbles, sections, and sub-section, etc. Most features are accessible. The disadvantages of “Mindmeister” are that to use certain features it requires a monthly subscription to use. While the price isn’t high, it may hinder student access as there are additional features that could be useful in the classroom or for lessons.
Timeline Journal
Integrating the program “Time Toast” gives students the opportunity to create a timeline to supplement teaching a pictorial form to address comprehension of the lesson. Utilizing a timeline gives opportunities to students who have different learning styles such as: visual learners, logical learners, and physical learners. For example, a third-grade class setting during social studies I would create an interactive presentation of a timeline such as the one in my hands-on activity section about Dr. Martin Luther King Jr. after reading an article about his life. The students then will be grouped for discussion about King Jr. and assess them by assigning a timeline activity. The lesson will address the different learning styles and actively engage in cognitive skills.
The connection to ISTE Standards when utilizing Time Toast to create a timeline addresses ISTE Standards for Teachers in the following, “Designer – Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.” This addresses the support platform used by applying digital programs such as the timeline, that help supplement organization, design, and clear explanation in comprehension of the lesson. The connection to ISTE Standards for Students is the following, “Computational Thinker – Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.” This addresses the opportunity to leave the choice up to the student to complete a lesson from scratch utilizing data that is gathered through the article and apply that gathered information in a structured manner to apply digitally by using the program “Time Toast”.
New skills and abilities are developed in this lesson and timeline assignment by applying critical thinking when students are grouped to discuss the article. Citizenship, collaboration, and communication compliment the assignment when students are partnered. Creativity and character shine through when students create they're digitized timeline to express comprehension of the article and forming the events in order.
The advantages of using “Time Toast” are that it simplifies creating a timeline and allows pictures to be uploaded onto the timeline to give relation to the events that are listed. The program allows to spell check the information that is entered which gives the students the opportunity to ensure that their words are applied correctly. The disadvantages of using “Time Toast” are that the most basic timeline creation is only allowed, if you want to embed the assignment onto another platform it requires to pay for a subscription to do so and that a student does not have the ability to create a background design to distinguish their work from other students.
The connection to ISTE Standards when utilizing Time Toast to create a timeline addresses ISTE Standards for Teachers in the following, “Designer – Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.” This addresses the support platform used by applying digital programs such as the timeline, that help supplement organization, design, and clear explanation in comprehension of the lesson. The connection to ISTE Standards for Students is the following, “Computational Thinker – Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.” This addresses the opportunity to leave the choice up to the student to complete a lesson from scratch utilizing data that is gathered through the article and apply that gathered information in a structured manner to apply digitally by using the program “Time Toast”.
New skills and abilities are developed in this lesson and timeline assignment by applying critical thinking when students are grouped to discuss the article. Citizenship, collaboration, and communication compliment the assignment when students are partnered. Creativity and character shine through when students create they're digitized timeline to express comprehension of the article and forming the events in order.
The advantages of using “Time Toast” are that it simplifies creating a timeline and allows pictures to be uploaded onto the timeline to give relation to the events that are listed. The program allows to spell check the information that is entered which gives the students the opportunity to ensure that their words are applied correctly. The disadvantages of using “Time Toast” are that the most basic timeline creation is only allowed, if you want to embed the assignment onto another platform it requires to pay for a subscription to do so and that a student does not have the ability to create a background design to distinguish their work from other students.
Interactive Multimedia Poster Journal
Integrating the use of the program “Smore” allows both the students and the teacher to create an interactive project or an interactive lesson that includes visual, writing, and multimedia for all to understand the information. For teachers, this can be integrated to complement lessons and keep students engaged in their learning. For example, in my fourth-grade class during science time I would incorporate an interactive multimedia into my lesson about atoms. While giving students a verbal lesson and using a white board to draw and write about what an atom is and what it is made up of, it is beneficial to integrate an interactive poster to students to view on their own. Navigating through a computer with pictures and a video gives the students an opportunity to review the lesson in a different way other than my lesson on its own. Digital devices can also catch student’s attention as this is a new technology being used in classrooms.
The connection to ISTE Standards when utilizing Smore to create or watch an interactive multimedia poster addresses ISTE Standards for Teachers in the following, “Designer – Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 2.5.a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.” This addresses a teacher created poster for students to engage at their own pace that will address the different learning styles and different ways of explaining the content to reach better comprehension for the students. The connection to ISTE Standards for Students in the following, “Innovative Designer – Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.” This addresses how students can create a multimedia poster to explain their comprehension of the lesson. Students scaffold their explanation with prototypes that can be refined in their own words to develop evaluation.
New skills and abilities are acquired from students when the teacher applies an interactive multimedia poster for students to develop creativity and critical thinking. Students can engage with the interactive poster through “Smore” by reading, clicking on pictures, and watching the educational video that helps them think of creative ways to design what an atom consists of and how to explain the meaning. If students are working in groups, they acquire citizenship and collaboration skills by discussing and applying ideas together as a team to create a multimedia poster together as a group project. Communication is the key in applying teamwork into creating posters as a group and utilizing sources that assist in their creation of their work.
The advantages of using “Smore” as the program for creating or watching an interactive multimedia poster is that the student gets to witness an example created by the teacher which can also be used as an example for students to create their own digital posters. The program is simple to navigate and offers basic features at no cost. The disadvantages of using “Smore” is some of the advance features requires a membership which costs money to use. This gives limited opportunity to personalize their poster.
The connection to ISTE Standards when utilizing Smore to create or watch an interactive multimedia poster addresses ISTE Standards for Teachers in the following, “Designer – Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 2.5.a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.” This addresses a teacher created poster for students to engage at their own pace that will address the different learning styles and different ways of explaining the content to reach better comprehension for the students. The connection to ISTE Standards for Students in the following, “Innovative Designer – Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.” This addresses how students can create a multimedia poster to explain their comprehension of the lesson. Students scaffold their explanation with prototypes that can be refined in their own words to develop evaluation.
New skills and abilities are acquired from students when the teacher applies an interactive multimedia poster for students to develop creativity and critical thinking. Students can engage with the interactive poster through “Smore” by reading, clicking on pictures, and watching the educational video that helps them think of creative ways to design what an atom consists of and how to explain the meaning. If students are working in groups, they acquire citizenship and collaboration skills by discussing and applying ideas together as a team to create a multimedia poster together as a group project. Communication is the key in applying teamwork into creating posters as a group and utilizing sources that assist in their creation of their work.
The advantages of using “Smore” as the program for creating or watching an interactive multimedia poster is that the student gets to witness an example created by the teacher which can also be used as an example for students to create their own digital posters. The program is simple to navigate and offers basic features at no cost. The disadvantages of using “Smore” is some of the advance features requires a membership which costs money to use. This gives limited opportunity to personalize their poster.
Word Clouds Journal
We can integrate Wordclouds online generator into activities and assignments to assist supplementing a lesson or an activity into an engaging experience after students have read an article/passage/chapter. For example, in my fourth-grade classroom we begin reading about how World War II started in Social Studies class. Some students may not have a full understanding of certain words that can be discussed as a class and add as part of the important vocabulary into a word cloud. Students then are assigned to partner up with a peer or they can choose to do the work individually. This helps teachers cover the comprehension the students obtain of the reading and any other important element of the reading.
Connection to ISTE Standards when using Wordcloud to create a bouquet of important words addresses ISTE Standards for Teachers in the following, “Designer – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.a Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.” This is addressed when students are given the option to work with a partner or independently when they apply important vocabulary into a word cloud of their comprehension in the reading. The connection to ISTE Standards for Students in the following, “Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. 1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.” This is addressed when students create a list of vocabulary words that highlight the importance of how the World War II began. All students will have the option to pick a design and to list the words they feel are important to them that are in the reading.
New skills and abilities are acquired when using the word cloud program digitally when students have the option to work independently or cooperatively with other peers. Character is established because while students are reading the same exact passage or chapter, students get to pick the vocabulary that highlights their concept of the reading. Citizenship and collaboration can be expressed when students are cooperatively working with their peers with this task. Communication is expressed perfectly through the creation of the word cloud and by the chosen vocabulary words to create it with. Critical thinking and creativity is applied when students get to pick the design and critically think of the vocabulary words to apply and explain clear comprehension of the reading.
The advantages of using Wordcloud generator is that it is free, and it simplifies the creation of a word cloud by having pre-generated designs a student can choose from and add the vocabulary words they choose. It is simple to navigate and to apply a clear connection by having legibly digitized words. The disadvantages of Wordcloud are that it avoids the true hands-on activity by applying pencil to paper and avoiding the student’s artistic opportunity to shine through in a subject area like Social Studies which is a difficult subject to apply art.
Connection to ISTE Standards when using Wordcloud to create a bouquet of important words addresses ISTE Standards for Teachers in the following, “Designer – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.a Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.” This is addressed when students are given the option to work with a partner or independently when they apply important vocabulary into a word cloud of their comprehension in the reading. The connection to ISTE Standards for Students in the following, “Creative Communicator – Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. 1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.” This is addressed when students create a list of vocabulary words that highlight the importance of how the World War II began. All students will have the option to pick a design and to list the words they feel are important to them that are in the reading.
New skills and abilities are acquired when using the word cloud program digitally when students have the option to work independently or cooperatively with other peers. Character is established because while students are reading the same exact passage or chapter, students get to pick the vocabulary that highlights their concept of the reading. Citizenship and collaboration can be expressed when students are cooperatively working with their peers with this task. Communication is expressed perfectly through the creation of the word cloud and by the chosen vocabulary words to create it with. Critical thinking and creativity is applied when students get to pick the design and critically think of the vocabulary words to apply and explain clear comprehension of the reading.
The advantages of using Wordcloud generator is that it is free, and it simplifies the creation of a word cloud by having pre-generated designs a student can choose from and add the vocabulary words they choose. It is simple to navigate and to apply a clear connection by having legibly digitized words. The disadvantages of Wordcloud are that it avoids the true hands-on activity by applying pencil to paper and avoiding the student’s artistic opportunity to shine through in a subject area like Social Studies which is a difficult subject to apply art.
Digital Storybook Journal
You can assign and integrate My Story Book website to create a digital storybook assignment for the classroom to supplement the activity. For example, for my 2nd grade class, we will be writing about our heroes, but we will be doing it in the form of story telling by creating a book. Each student will be working individually, and the teacher will scaffold the assignment with an example to help students get started. The students have the option of creating the story book by hand or digital as they see fit. Most of the class selects to create their story book digital. The student will then share their story book link or their physical story book to the class.
Connection to ISTE Standards when using My Story Book website to create a story of their hero addresses ISTE Standards for Teachers in the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.” This is addressed when students put their creative thinking onto a digital platform that will assist completing their assignment in creating a story book. The connection to ISTE Standards for Students is the following, “Empowered Learner – Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” This is addressed when students are using the platform to create their story book and when the story is exchanged with a link for others to review and critique each other’s story.
News skills and abilities are developed using The Story Book website when students can express communication through their story book when digitized or manually created. Creativity is developed when the students analyze who is their hero and what important aspects need to be added to the story. Collaboration is practiced in the assignment when students are required to exchange stories to review and critique. Character is developed when students express themselves through their writing of the story book.
The advantages of using The Story Book website are the simplicity of creating a story book as the website is user friendly and offers a tutorial of how to operate their tools. The disadvantages of The Story Book website is that a log in has to be created to add images onto your story to complement your writing and that there is no option to embed an HTML into another platform for easy access. Additional features require a five-dollar subscription to use more of their tools and other options.
Connection to ISTE Standards when using My Story Book website to create a story of their hero addresses ISTE Standards for Teachers in the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.” This is addressed when students put their creative thinking onto a digital platform that will assist completing their assignment in creating a story book. The connection to ISTE Standards for Students is the following, “Empowered Learner – Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” This is addressed when students are using the platform to create their story book and when the story is exchanged with a link for others to review and critique each other’s story.
News skills and abilities are developed using The Story Book website when students can express communication through their story book when digitized or manually created. Creativity is developed when the students analyze who is their hero and what important aspects need to be added to the story. Collaboration is practiced in the assignment when students are required to exchange stories to review and critique. Character is developed when students express themselves through their writing of the story book.
The advantages of using The Story Book website are the simplicity of creating a story book as the website is user friendly and offers a tutorial of how to operate their tools. The disadvantages of The Story Book website is that a log in has to be created to add images onto your story to complement your writing and that there is no option to embed an HTML into another platform for easy access. Additional features require a five-dollar subscription to use more of their tools and other options.
Thematic Unit Reflective Journal
The thematic unit that I developed contains three different subject areas that all have their basic components with a twist of digital platforms that are used to make activities and assignments thematic. The three subject areas I used are Science, Writing, and History. I found it difficult to connect certain platforms with the subject to assign something creative. I found it helpful to have essential questions to leave open-ended opportunities for activities and assignments. For example, for science I want the students to develop an engagement by applying curiosity to the process of an ice cube melting under the sun. The student is able to create a timeline and use mind mapping to develop a hypothesis prior to the results of the reaction.
A thematic unit benefits learners in many ways because it encourages students to think “outside the box” and not stick to simply just pencil and paper. It gives students access to engagement with applying unique approaches to learn a subject by providing them tools and materials that will peak student interest. Arts is not often related with math or science but, it can be an educational experience for students to utilize other content to supplement another content. Students will enjoy an interactive experience through using materials that are not often associated with a subject.
The advantage of using thematic unit is that the students get to touch basis in more than one subject area. For example, a narrative play can be developed to portray a historical figure to aid comprehension in a subject. Thematic unit can be interactive and provide collaboration of the class by small group systems which can help students with learning disabilities and students who are emerging English learners. The disadvantage of thematic unit is that a lot of thought and organization needs to be established by the teacher to make sure that the lesson and activity is clear on the objective and that it is not lost while utilizing a different subject to supplement the main subject.
A thematic unit benefits learners in many ways because it encourages students to think “outside the box” and not stick to simply just pencil and paper. It gives students access to engagement with applying unique approaches to learn a subject by providing them tools and materials that will peak student interest. Arts is not often related with math or science but, it can be an educational experience for students to utilize other content to supplement another content. Students will enjoy an interactive experience through using materials that are not often associated with a subject.
The advantage of using thematic unit is that the students get to touch basis in more than one subject area. For example, a narrative play can be developed to portray a historical figure to aid comprehension in a subject. Thematic unit can be interactive and provide collaboration of the class by small group systems which can help students with learning disabilities and students who are emerging English learners. The disadvantage of thematic unit is that a lot of thought and organization needs to be established by the teacher to make sure that the lesson and activity is clear on the objective and that it is not lost while utilizing a different subject to supplement the main subject.
Webquests Journal
The Webquests that I developed throughout the last three weeks were enjoyable to create and enlightening how much technology can be an asset for supplementing lessons for students. In the webquests that I created; I integrated most websites that I’ve learned throughout this course to supplement the lessons. The subject areas that were supplemented with the webquests are Science, Writing, and Art. The websites give students the opportunity to stay engaged into the assignments and in the process, gives them more digital technology practice for future assignments. It was difficult picking the correct websites to integrate into my lessons that could effectively pair well with the assignment webquest.
Connection to ISTE Standards when using webquests to supplement my lessons for students addresses ISTE Standards for Teachers in the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.c Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.” This is addressed when educators provide innovative ways to keep students engaged in facilitating digital technology access to complete assignments. The connection to ISTE Standards for Students is the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” This is addressed when students are using the provided platforms to complement their assignments with digital resources that keep them engaged and continue to learn how to navigate new websites for educational purpose.
News skills and abilities are developed using webquests to supplement assignments and lessons when students gain a sense of collaboration when they are partnered with peers to complete assignments with technology. Critical thinking is encouraged when students are given the ability to incorporate uniquely created mapping, newsletters, etc., that requires information and designing that is personalized. Creativity is developed as students are required to brainstorm ways to be creative with their digital documents and websites to give appeal to the assignments.
The advantages of using webquests for assignments is that it keeps the students interested in the lesson and gives the flexibility of assigning individual projects or grouped projects. Students begins to learn new ways to complete schoolwork by using digital technology and could benefit them using them in the future for other classes. The disadvantages of webquests are that some of the websites that are used may give you basic access to complete newsletters, mapping, etc., and require subscriptions or paying a monthly fee to use more selections that the websites offer. Sometimes, websites are taken down which eliminates access to multiple ways for students to complete schoolwork.
Connection to ISTE Standards when using webquests to supplement my lessons for students addresses ISTE Standards for Teachers in the following, “Facilitator – Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: 2.6.c Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.” This is addressed when educators provide innovative ways to keep students engaged in facilitating digital technology access to complete assignments. The connection to ISTE Standards for Students is the following, “Knowledge Constructor – Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” This is addressed when students are using the provided platforms to complement their assignments with digital resources that keep them engaged and continue to learn how to navigate new websites for educational purpose.
News skills and abilities are developed using webquests to supplement assignments and lessons when students gain a sense of collaboration when they are partnered with peers to complete assignments with technology. Critical thinking is encouraged when students are given the ability to incorporate uniquely created mapping, newsletters, etc., that requires information and designing that is personalized. Creativity is developed as students are required to brainstorm ways to be creative with their digital documents and websites to give appeal to the assignments.
The advantages of using webquests for assignments is that it keeps the students interested in the lesson and gives the flexibility of assigning individual projects or grouped projects. Students begins to learn new ways to complete schoolwork by using digital technology and could benefit them using them in the future for other classes. The disadvantages of webquests are that some of the websites that are used may give you basic access to complete newsletters, mapping, etc., and require subscriptions or paying a monthly fee to use more selections that the websites offer. Sometimes, websites are taken down which eliminates access to multiple ways for students to complete schoolwork.
Final Thoughts Journal
I really did not understand why “Education Technology” was a part of my degree plan at the beginning. I had general thoughts about how this course could benefit me in the future as an educator and how I can apply the knowledge that I have acquired into my classrooms. That general thought was mostly concentrated on whether I will be utilizing a computer to transfer grades and student information as if it was a course that would teach me how to use those programs or how to adequately use common programs to help me with students in the future.
It was nothing that I generally thought it would be and I’ve realized that this course was more than what I expected. I’ve learned that we are living through trying times and through times where things begin to evolve even in the education world. I’ve learned that it is crucial that as an educator, we are to be informed and be up to date with the latest changes that occur in the world so that we can teach our future generations of leaders to be well informed and have mastered the basics along with it.
The digital technology world is a fast-paced concept that has allowed schools across the world to improve with simplicity, convenience, and supplying other forms to implement curriculum in a more innovative and engaging way to keep students on task and promote creativity and critical thinking. Authentic teaching through traditional concepts can be a challenge and will continue to be as learning is a never-ending cycle, but to have technology be a part of the classroom it allows students, teachers, parents, and faculty to create and implement innovative ways of supplementing teaching in the classrooms. This class has opened concepts and programs that can be effective in the classroom to help students become creative, critical, and engaging into their education.
As a future educator, I take with me the knowledge that I have gained through this course and will apply it in my profession for years to come to help me and my students reach mastery in their education.
It was nothing that I generally thought it would be and I’ve realized that this course was more than what I expected. I’ve learned that we are living through trying times and through times where things begin to evolve even in the education world. I’ve learned that it is crucial that as an educator, we are to be informed and be up to date with the latest changes that occur in the world so that we can teach our future generations of leaders to be well informed and have mastered the basics along with it.
The digital technology world is a fast-paced concept that has allowed schools across the world to improve with simplicity, convenience, and supplying other forms to implement curriculum in a more innovative and engaging way to keep students on task and promote creativity and critical thinking. Authentic teaching through traditional concepts can be a challenge and will continue to be as learning is a never-ending cycle, but to have technology be a part of the classroom it allows students, teachers, parents, and faculty to create and implement innovative ways of supplementing teaching in the classrooms. This class has opened concepts and programs that can be effective in the classroom to help students become creative, critical, and engaging into their education.
As a future educator, I take with me the knowledge that I have gained through this course and will apply it in my profession for years to come to help me and my students reach mastery in their education.