During this course, I learned how to evaluate common instructional practices of feedback and how to use examples demonstrating how they are not consistent with science-based learning theories. Through this course, I acquired the knowledge about findings from neuroscience, which were related to learning and the development of the brain. I learned how they might influence teachers’ practice and student learning. I had to read and understand about research by cognitive scientists and neurologist, which are inconsistent with some common educational practices. I learned about self-monitor, self-regulate, metacognition and habits of minds. Also, I learned about historical and current impacts, trends, and research strategies in content areas chosen. What I find very interesting is related to rewards in school. I learned the influence of competition and rewards have on students’ motivation. All the information about students’ motivation was beneficial, and I hope to put that in practice in my practice daily. I acquired the knowledge of how to assess classroom practices for approaches to teaching critical thinking, self-monitoring, and self-regulation. I had an opportunity to research my teaching area. I acquired skills in synthesizing research and analyzing it, using qualitative and quantitative design. I analyzed findings applying the findings and justifying the practices making recommendations for enhancement. I learned to identify cross-disciplinary reading comprehension strategies that could be used to improve the reading in content areas. I found it was exciting learning the strategies, which could improve reading and would be beneficial to be implemented in a content area. I enjoyed working on the Synthesis and Analysis of Readings Graphical Representation (SARGR) because it assisted me to relate the critical concepts of the course study. It helped me learn more about metacognition, self-regulated learning, and metacognition. I was able to learn the differences and similarities. This class was the one with the most number of assignments, but I enjoyed working on all of them. The Capstone video presentation was the the longest one and it required several skills in order to have it ready. I learned much and I am sure this learning experience will be very beneficial for me in my education career. In this course I have finished accomplishing my portfolio and part B and C of my Capstone Project and Capstone Video Presentation. . Reflecting on this class, I may say it was quite a challenge! I have more understanding now about what it is to start working towards research than I had before. This class pushed me towards the beginning knowledge of the research world. This class prepares the candidates for possible future research with specific research terminology. When I was working on the research proposal, I realized that much understanding of the content topic is required to have it done effectively. This research class offered many readings, assignments, and knowledge of the qualitative and quantitative research studies to prepare the candidates to pursue a doctoral degree. We were required to learn and show the skills required to function in an online discussion environment. We were able to analyze several kinds of research in the field of education. We had to identify the advantages and disadvantages and begin the process of critically examining published researches. We also learned about qualitative methodologies as it applies to educational research. We had to learn to identify types of qualitative and quantitative research, sources of data, procedures, and tools for collecting data. We had to apply necessary research literacy skills through analysis of quantitative and qualitative research. We had to learn how to analyze numerical data using the Data Analysis Tools using the Microsoft Office Suite's Excel application. We were also required to know the application of statistical analysis. This class gave me the opportunity to explore multiple ways of using multimedia and web design in education. As a required knowledge for instructional technologists, I learned the different stages of a specific instructional design model process called ADDIE (Analyze, Design, Develop, Implement, and Evaluate). Throughout this semester class, I had to learn how to evaluate WebQuests, develop, and make WebQuests. I acquired the knowledge of making flyers using the visual design principles of proximity, alignment, repetition, contrast, and consistency. I learned how to use the Design stage of the ADDIE model to the Multimedia Design Projects, and identify bitmap and vector images. I was able to learn the basics of HTML code. I learned how to do HTML coding (underlying code for web pages) by hand. I acquired the understanding of HTML code to help me modify specific codes if needed for projects. During the implementation process, I learned that there are many accessible ways to ensure learning, motor, visual, and auditory resources to differentiate to students. I attained the knowledge that copyright concerns the ability to use several artifacts (documents, graphics, music, video, etc.) within someone’s work. It has several issues related to it. I was able to prepare a presentation about copyright to present to the school staff. I had to learn how to create a screencast using Jing. Also, I had to create audio using a program called Audacity to develop audio clips and podcasts. I had to learn how to edit the audio in several different ways. I had to create a video using Windows Live MovieMaker or using iMovie on Mac. Moreover, I decided to learn both. The video had to include still images, video clips, and webcam video of self-including titles and transitions to the video. Finally, I had the chance to develop and make a WebQuest putting in practice all those skills learned in class to provide efficient and effective WebQuests for students. This course provided the training through the Iris Center website for the candidates to be able to acquire the knowledge and skills necessary to work with special needs students. We had to learn how to facilitate the use of adaptive and assistive technologies to support individual student learning needs. I was able to increase my understanding and experience working with students with disabilities. I learned about the school’s responsibility concerning the AT (assistive technology) and how to acquire the resources. I gain the knowledge of what the general education teachers are able to do to assist those students perform successfully in the classroom. During my field experience at the school, I was able to work with students with disabilities and acquired the required knowledge and understanding to be able to support the students with special needs in the school. EmergingTechnology ProjectTechnology Leadership & Vision in Schools - Final |
ENGLISH LEARNER
LESSON PLAN PROJECT Below you will see the ISTE EL Lesson Plan Project and the Project Presentation. You may provide feedback comments and suggestions if you like. |
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cvc_long_o___long_a_decodable_words.smartnotebook | |
File Size: | 629 kb |
File Type: | notebook |
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Internet Safety and Tools of the Future
Internet Safety and the Future of Education and the Web
Internet Safety - It is crucial for instructional coaches and teachers to know safety ways to keep students safe when using the internet. Students need support to learn about online safety. A good source that helps address this issue is the Common Sense. It empowers schools, educators, and students with resources to assist their digital lives.
A better explanation of internet safety should be provided in schools to protect students and let them aware of the concerns, even when they are on the school grounds. Another safety issue that helps students is to tell them that they should inform their parents about their online activities, which apps and platforms they are using. The students need to be held accountable for their online behavior. Educators should go over the school rules and policies with students about the use of computer and internet safety as observed by Muthler (2015).
Guidance should be given to students about cyberbullying to ensure proper use of technology. Educators can get students involved in the process of checking guidelines and rules about technology when having a conversation with the students addressing the issues. Teachers should ensure the students are aware of a secure school reporting system to support them report the problem in case they need it. There is a free know bullying app from (SAMHSA) that helps students identify signs of bullying and prevent it. Another issue schools deal with is sexting. As Muthler (2015) observed, adult intervention might help change their behavior. Students need to be aware of laws regarding that kind of behavior to prevent that from happening.
As far as dealing with inappropriate online content, educators should assist students and parents enforcing the computer policies and rules to help the students be aware of the inappropriate behavior and the consequences of breaking the rules. There are some pitfalls in the use of the internet by students. In order prevent the internet use pitfalls; some educators use the districts Content Management System CMS (a.k.a. Learning Management System or LMS) such as Moodle or Blackboard. However, most K-12 educators still use public websites for their lessons Roblyer (2016). The strategies to help prevent the access to inappropriate content is using firewall or filtering software on the computers. The safety and privacy issues for students are also significant concerns for educators. They should be mindful of students’ last names or any other personal information. Educators should assist students to be aware of fraud on the internet and let them know always to use the secure servers and well-known sites. The URL for a secure server usually begins with “https.” Teachers should also explain about computer viruses and hacking. Students need to be aware of email attachments or downloading files from unknown sources.
The Future of Education and the Web
Web 2.0 had elements of interactivity and had the users change from read-only pages to read-write. People in the future will use the applications, but the tools will be more integrated and transparent. Web 3.0, semantic web, the meaning of data as observed by Solomon (2016). As Solomon also stated, the devices will be faster, lighter, smaller, and cheaper. As schools are quickly moving towards (BYOD) model, it will allow more students to have access to them. All the educational materials are in the clouds, and that will increase the digital equity with more technology access to students. Schools will be using clouds only with easy access to the data from anywhere, anytime. The applications in the clouds are web-based, so it will be easier to access. Instructions are moving towards virtual schooling with web-based tools. The tools in the future will be transparent and intuitive. They will be easier to use, fully integrated, intuitive, and assemble tools just a click away. The educators will be responsible for planning the curriculum, instruction, and assess the students (Solomon, 2016).
Blackboard Engage is a tool that helps school districts customize websites including classrooms, content management, and personal spaces. It is a safe and user-friendly tool. I use this tool for work and school. It is a great learning and collaboration tool for teachers and students. Educators can use web-based tools, online learning communities, monitor students’ progress, and more. It is a safe tool to use with students with diverse learning needs. It helps customize learning pathways for students helping evaluate their performance (Solomon, 2014).
References
Common Sense. (n.d.). Retrieved from https://www.commonsense.org/
Online Safety: A Teacher's Guide to Dealing with Cyberbullying, Sexting, and Student Privacy. (n.d.). Retrieved from http://www.edudemic.com/the-teachers-guide-to-keeping-students-safe-online/
Roblyer, M. D. (2016). Integrating educational technology into teaching.
SAMHSA's KnowBullying Prevention App | SAMHSA.gov. (n.d.). Retrieved from https://store.samhsa.gov/apps/knowbullying/index.html
Solomon, G. (2014). Web 2.0: How-to for educators. International Society for Technology in Education.
Common Sense. (n.d.). Retrieved from https://www.commonsense.org/
Online Safety: A Teacher's Guide to Dealing with Cyberbullying, Sexting, and Student Privacy. (n.d.). Retrieved from http://www.edudemic.com/the-teachers-guide-to-keeping-students-safe-online/
Roblyer, M. D. (2016). Integrating educational technology into teaching.
SAMHSA's KnowBullying Prevention App | SAMHSA.gov. (n.d.). Retrieved from https://store.samhsa.gov/apps/knowbullying/index.html
Solomon, G. (2014). Web 2.0: How-to for educators. International Society for Technology in Education.
My name is Leise Smith and I am currently pursuing my Ed.S. degree in Instructional Technology from Kennesaw State University. I am an ESOL Teacher in Cobb County School District.
My Introduction
This blog shows my reflections from my classes taken in this graduate program.
My Introduction
This blog shows my reflections from my classes taken in this graduate program.
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