Writing

  • You should answer all questions with substance and insight AND strongly connects to course concepts and resources.I will post the Readings & Resources.
  • You must use correct conventions for grammar, spelling, and punctuation; avoids most slang AND cites all sources used to develop posts.
  • Please see all sources before answering the questions

4.Reference should be made to the attached sources during the answer to the questions

Disc Week6: Technology to Transform Learning Experiences

ISTE-E 5.b. Design authentic learning activities that align with content area standards and use digital tools to maximize active, deep learning.

ISTE-E 5.c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE-E 6.b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

ISTE-E 6.c. Use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

At this point in the course, you should have a pretty good sense of the power of technology to transform learning. It’s important to ensure that content and pedagogy drive decisions around technology, rather than the other way around. Consider your content, learning goals, and students, THEN choose the appropriate technology that will enhance student learning.

The Readings & Resources for this week help you learn more about this process, including the use of the SAMR model (Puentedura, 2014). SAMR is not yet been established through research-based evidence (Green, 2014), yet it offers us a compelling framework to really re-imagine teaching and learning using appropriate technology.

This week’s discussion, then, challenges you to re-imagine a unit/topic/lesson in service of enhancing student learning.

Please include the following in your initial post:

  1. Description of your students (age/grade, special needs, language fluency, etc.) and technology available
  2. Description of an upcoming unit/topic/lesson that you will teach – whether you’ve taught it in the past, and what, if any, technology you’ve used to enhance the learning experience.
  3. Some concrete ideas for revising the unit/topic/lesson using technology to TRANSFORM the learning experience; in other words, an M or R in the SAMR model – feel free to apply what you’ve learned so far in this course!
  4. What materials/resources you will need to make it happen
  5. Any questions you have for colleagues

This is an example from my Stacy friend:

I teach two classes of fifth grade dual language students. They are 10-11 years old. Over half of them come from Spanish-speaking homes and are considered English language learners. We are a 1-to-1 school with Chromebooks.

Currently, my students are in the middle of a Literacy project for the end of our science fiction unit. They have been working with a partner to write a script for a mock news report about a scientific event or set of circumstances (an astronaut is stuck in space, aliens invade the earth, antidote for zombie apocalypse, etc). Kathy Schrock’s Guide to Everything was so helpful in explaining the SAMR Model. (2018) I absolutely love the inclusion of so many models and graphics to show all that is influenced by the SAMR Model. Below are the SAMR levels as I’ve seen them play out in our end-of-unit assessment for science fiction.

Substitution: Last year, their end-of-unit assignment was to write a science fiction story. They used Google Docs, but that only replaced handwriting with typing.

Augmentation: They peer edited towards the end of the assignment using their Doc, but they didn’t do much else with it except submit it to me in Canvas.

Modification: The writing assignment from last year has been recreated as a more engaging way for students to showcase their science fiction writing skills in addition to more effectively using the technology we have available. The writing portion of the assignment was modified to be partner work and to be a script instead of a narrative story.

Redefinition: The rest of the assignment created new tasks that would have had no part of the original activity – a sci-fi news report using our school’s green screen! Instead of just writing a narrative, they are now writing a script, acting it out as a performance piece, using Do Ink to integrate their video and background image, AND editing in We Video!

I am wondering what apps, extensions, or websites anyone has used to record videos using a green screen and/or to edit videos. I have never used either of the programs that we are planning to use right now; they were suggested by another teache

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