Tag Archives: Professional Development

EDTC 6433 Module 3: Emerging Literacy Practices

Triggering Question: What training, resources, and programs are available as an innovative 3rd grade educator in a global and digital society?

Subject matters change throughout the years in school and as teachers, we need to be able to adapt and change our practices.  In terms of literacy, methods of teaching has shifted from memorization and repetition, to social interactions and construction from their peers.  “ . . . literacy is now shared and socially situated, and students must know how to cooperate and collaborate as they author, design, and customize their literacy efforts to the demand of the situation.” (Wake & Wittingham, 2013, p 178)  As subject matters transform, new technology systems emerge and educators must demonstrate fluency with these programs.  Wake and Wittingham (2013) describe this change in literacy and conduct an experiment with teacher candidates to find out how much they already know about certain programs, time to use the programs, and level of comfortability of using it in with students.  Results found that teachers were willing to use the technology in classrooms if they had adequate professional training beforehand.   Starting training and familiarity during internship will lead to application of these programs effectively in the future which will meet literacy requirements in the digital society.

As literacy changes, so does the emphasis on other subjects such as Science, Technology, Engineering, and Math (STEM).  Schools are pushing towards high achievement in these areas to get students prepared for the global and digital world.  One of the members in my learning circle posted a link to a series of STEM simulation activities that wouldn’t necessarily be possible with school resources.  http://blog.discoveryeducation.com/blog/2011/10/08/great-games-and-simulation-tools-for-teaching-stem-content-p2/

Having this source as an alternative will help students understand concepts and get some practice using materials they would otherwise not have access too.  This is another way educators can transfer current knowledge to new technologies and situations.

 

Reference

Discovery Education (2011). Great Games and Simulation Tools for teaching STEM Content! (P2) Retrieved February 13, 2016 from http://blog.discoveryeducation.com/blog/2011/10/08/great-games-and-simulation-tools-for-teaching-stem-content-p2/

Wake, D., & Whittingham, J. (2013) Teacher candidates’ perceptions of technology supported literacy practices. Contemporary Issues in Technology and Teacher Education, 13(3), 175-206.

Week 1, Module 1: Facilitate and Inspire Student Learning and Creativity

Triggering Event Question: How can third grade students use the internet, power point, audio, and video files in presentation to creatively demonstrate knowledge of a particular topic?

Students use technology every day and finding methods to incorporate these devices in classrooms can greatly benefit learning.  ISTE Standard one states: Facilitate and Inspire Student Learning and Creativity.  Technological resources are available and can be used by students to creatively express their opinions and ideas.  Alaa Sadik (2008) conducted a study in Egyptian classrooms to find the effectiveness of Digital Storytelling, the ability to use the internet and photos to craft a narrative presentation.  Results of the study included an increase in student motivation and engagement, deep thinking around personalized topics, and more compelling and interesting presentations due to the wide variety of tools available.  However, teachers wanted additional professional development and training to effectively manage and instruct use of these computer resources.  Digital storytelling is a great way to inspire student learning and creativity in the classroom that creates an engaging experience for all students.  Educators need effective training regarding this tool to thoughtfully find ways to apply it in their classrooms.

A member of my learning community posted an article by Robert J. Marzano (2009) regarding the use of another classroom tool, the interactive white board.  A study was conducted involving 85 teachers and 170 classrooms where teachers used interactive whiteboards to teach a set of lessons which they then taught to another group of students without this technology.  Results found that there was a relatively equal amount of positive results from the classes with the use of the whiteboards and those without.  This shows that teacher instruction and planning is still a crucial aspect of the classroom.  The whiteboards can be a tool for both teachers and students to present information but again needs to have adequate training to effectively use these classroom tools.   Best classroom practice should be continued with the appropriate and effective use of new technological resources.

Reference

Marzano, R. (2009). The Art and Science of Teaching / Teaching with Interactive Whiteboards. Educational Leadership. 67: 80-82.

Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development. 56:487–506.