Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Chapter 10

•Download as PPTX, PDF•
•
A
AmberProctor1

This document discusses various topics related to using technology in the classroom in a collaborative manner. It covers collaborating with students to troubleshoot technologies, using technology as a collaborative learning tool to connect students globally, the importance of culturally responsive communication, and using assistive technologies to support students with disabilities. Specific tools and strategies are provided for planning with colleagues, solving routine technology problems, and developing culturally responsive lessons. The document emphasizes that technology allows extending student learning through real-world experiences and global collaboration.

1 of 13
CHAPTER 10 AND APPENDIX D AMBER EZELL EIM 504 SLIDE SHARING
TEACHER AS COLLABORATOR COLLABORATING WTH STUDENTS TO EXPLORE AND TROUBLESHOOT TECHNOLOGIES -Solving Routine Problems PLANNING TOGETHER TECHNOLOGY AS A COLLABORATIVE LEARNING TOOL CULTURALLY RESPONSIVE COMMUNICATIONS -Understanding your Culture and the Culture of Others -Working with Students to Develop Cultural Understanding Respecting Cultural Diversity in the Classroom Assistive Technologies
Planning Together -PLC’s are very effecting when planning together. PLC stands for Professional Learning Communities. A PLC can be described as a group of educators who get together to improve their own practice so that their students can succeed. -Video recording yourself could also be a great tool to master your skills. -Technology plays a large role in team planning. We use technology to collect data, communicate, and share lesson plans in order to identify best practices. -When planning together, everyone has a job they need to do and things they should share with the group in order to establish things that worked well, didn’t work, or patterns they noticed through student samples.
Collaborating with students to explore and troubleshoot technologies ISTE expects you to “collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.” -It is ok to learn from your students about the technology they are using. Our students today have grown up surrounded by technology and it is ok for them to be thought of as a technological assistant at times. -BYOD (bring your own device) is an approach some schools have accepted and allows students to bring their own electronic device as long as they can access the internet through it. Learning from BYOB Initiatives: 1) High-quality instruction that engages kids is the Best classroom management strategy. 2) Stat the year with structured activities and provide more flexibility over time. 3) Respect the knowledge and skills your students bring to the classroom. 4) Develop lessons that require technology 5) Determine when tech is and isn’t used. This may also be called an on/off policy. 6) You’re in charge of the classroom. 7) Model and promote transparency 8) Develop a system for students who are having problems. 9) Capitalize on teaching time 10) Monitor, Monitor, Monitor!
Solving Routine problems When working with technology you WILL run in to a few issues. When That happens you need to have a game plan to help solve those problems without losing too much instructional time. -Do not assume you know if the problem is a hardware or software problem. There are too many factors that could be causing the issue. There are a four major steps to follow: 1) Identify the problem- when you are troubleshooting difficulties, you do not know what the problem is. First try and find out what symptoms are. What is happening and where? What might be causing this. You should use what you know about the issue to help come up with possible solutions. 2) Apply a solution- start applying solutions one at a time, starting with the best solution. Before you try another solution you should return your computer to its original settings. This is so you do not cause more problems to occur. 3) Check the results-If you fixed the problem, well done. You are finished and can move on. If not try another solution. 4) Repeat as necessary.
Technology as a collaborative learning tool. Technology allows your students to extend their learning through authentic real world experiences By engaging virtually with experts, teams, and students locally and globally. These activities not only engage students on a different level, but also teach them how to work Together. It is so important for our students to know how to communicate, and collaborate globally. These skills are of the top 5 skills that employers seek from their employees. Web conferencing tools have now become much easier to use, and less expensive. This means we Now have the opportunity to allow our students to collaborate and connect with people from all Over the world.
Types of tools • Facetime, skype, hangout, zoom and many others are low cost tools that could allow web conferencing. Some schools use these type of tools for homebound students or students in the hospital. • Although all of these tools are great to use for more of a face-to- face interaction, text based conferences are very helpful as well. In some ways it is better than video based conferences, but in other ways its worse. • Email, listservs, newsgroups, and forums all offer additional possibilities for collaboration. • Some students even work harder when working on these online forums. Like most of us, if the world is our audience we work harder and try harder.
Culturally Responsive Communications • As the digital world helps you collaborate and communicate within your classroom and beyond, ISTE expects that you will “demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.” For this reason, there is a large need for greater cross-cultural understanding. • With the Hispanic population growing, we must be even more strategic about communication with families. When our students come from a different culture, background, communication styles and different experiences than ourselves, miscommunication is going to happen. It will often make everyone feel frustrated and disconnected. • Culturally responsive teacher: one who understands and capitalizes on the unique cultural attributes, prior experiences, and performance styles of students to legitimatize what students already know and promote student achievement.
Culturally Responsive Instructional strategies. 1)Acknowledge students’ differences as well as their commonalities 2)Validate students’ cultural identities in classroom practices and instructional materials. 3)Educate students about the diversity of the world around them. 4)Promote equity and mutual respect among students. 5)Use valid measures to assess students’ ability and achievement. 6)Foster a positive interrelationship among students, their families, the community, and school. 7)Motivate students to become active participants in their learning. 8)Encourage students to think critically. 9)Challenge students to strive for excellence as defined by their potential. 10)Assist students in becoming socially and politically conscious.
Assistive Technology, Or AT: any item, piece of equipment, or product system, wheather acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. • It isn’t the device it’s self that makes it assistive Technology, but how it is used to support the individual. Therefore, some technologies may be considered assistive technology for some students, but not for others. • A teacher must follow the written IEP and allow for the assistive technology that is assigned in the IEP, if there is a need. • Assistive technology tools can be classified along a continuum that moves from devices that are considered “low tech,” to tools and devices that are more complex or “High tech”. • Low Tech: generally less expensive tools lacking moving parts and having limited functionality. Usually they require little to no training to use. Ex: clothespins, paper clips, sticky notes, spell checkers, timers, calculators, etc • Mid-tech: use some form of power source, moderately priced, and may require initial training for use. Ex: tape recorders, CD players, talking dictionaries, etc • High-tech: more complex and expensive. Multifunctional tools often can be customized to meet individual needs and may require extensive training to use. Ex: Computers, voice-output devices, environmental controls, etc.
One of the major challenges confronting educators working in inclusive classrooms is ensuring that no child is left without the support needed to fully realize her/his learning potential. (Scott, et al., 2008) Commonly Available software Word-processing applications- almost universal on computers found in schools and provide a variety of supports to help your students. Word-prediction software-helps students identify words quickly based on common usage patterns, arrangement of letters. Or suggestions based on grammar, and can be found on some smart phones. Augmentative and alternative communications devices- allows students with disabilities to communicate through pictures, words, and symbols.
Works cited • Scott, J. C., Nichola, S. C., Brinson, S. A., & Legard, C. (2008). Utilizing Assistive Technology In Inclusive Classrooms: Leaving No Child Without. I-managers Journal of Educational Technology,5(1), 59-65. doi:10.26634/jet.5.1.569
Chapter 10

More Related Content

Chapter 10

  • 1. CHAPTER 10 AND APPENDIX D AMBER EZELL EIM 504 SLIDE SHARING
  • 2. TEACHER AS COLLABORATOR COLLABORATING WTH STUDENTS TO EXPLORE AND TROUBLESHOOT TECHNOLOGIES -Solving Routine Problems PLANNING TOGETHER TECHNOLOGY AS A COLLABORATIVE LEARNING TOOL CULTURALLY RESPONSIVE COMMUNICATIONS -Understanding your Culture and the Culture of Others -Working with Students to Develop Cultural Understanding Respecting Cultural Diversity in the Classroom Assistive Technologies
  • 3. Planning Together -PLC’s are very effecting when planning together. PLC stands for Professional Learning Communities. A PLC can be described as a group of educators who get together to improve their own practice so that their students can succeed. -Video recording yourself could also be a great tool to master your skills. -Technology plays a large role in team planning. We use technology to collect data, communicate, and share lesson plans in order to identify best practices. -When planning together, everyone has a job they need to do and things they should share with the group in order to establish things that worked well, didn’t work, or patterns they noticed through student samples.
  • 4. Collaborating with students to explore and troubleshoot technologies ISTE expects you to “collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.” -It is ok to learn from your students about the technology they are using. Our students today have grown up surrounded by technology and it is ok for them to be thought of as a technological assistant at times. -BYOD (bring your own device) is an approach some schools have accepted and allows students to bring their own electronic device as long as they can access the internet through it. Learning from BYOB Initiatives: 1) High-quality instruction that engages kids is the Best classroom management strategy. 2) Stat the year with structured activities and provide more flexibility over time. 3) Respect the knowledge and skills your students bring to the classroom. 4) Develop lessons that require technology 5) Determine when tech is and isn’t used. This may also be called an on/off policy. 6) You’re in charge of the classroom. 7) Model and promote transparency 8) Develop a system for students who are having problems. 9) Capitalize on teaching time 10) Monitor, Monitor, Monitor!
  • 5. Solving Routine problems When working with technology you WILL run in to a few issues. When That happens you need to have a game plan to help solve those problems without losing too much instructional time. -Do not assume you know if the problem is a hardware or software problem. There are too many factors that could be causing the issue. There are a four major steps to follow: 1) Identify the problem- when you are troubleshooting difficulties, you do not know what the problem is. First try and find out what symptoms are. What is happening and where? What might be causing this. You should use what you know about the issue to help come up with possible solutions. 2) Apply a solution- start applying solutions one at a time, starting with the best solution. Before you try another solution you should return your computer to its original settings. This is so you do not cause more problems to occur. 3) Check the results-If you fixed the problem, well done. You are finished and can move on. If not try another solution. 4) Repeat as necessary.
  • 6. Technology as a collaborative learning tool. Technology allows your students to extend their learning through authentic real world experiences By engaging virtually with experts, teams, and students locally and globally. These activities not only engage students on a different level, but also teach them how to work Together. It is so important for our students to know how to communicate, and collaborate globally. These skills are of the top 5 skills that employers seek from their employees. Web conferencing tools have now become much easier to use, and less expensive. This means we Now have the opportunity to allow our students to collaborate and connect with people from all Over the world.
  • 7. Types of tools • Facetime, skype, hangout, zoom and many others are low cost tools that could allow web conferencing. Some schools use these type of tools for homebound students or students in the hospital. • Although all of these tools are great to use for more of a face-to- face interaction, text based conferences are very helpful as well. In some ways it is better than video based conferences, but in other ways its worse. • Email, listservs, newsgroups, and forums all offer additional possibilities for collaboration. • Some students even work harder when working on these online forums. Like most of us, if the world is our audience we work harder and try harder.
  • 8. Culturally Responsive Communications • As the digital world helps you collaborate and communicate within your classroom and beyond, ISTE expects that you will “demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.” For this reason, there is a large need for greater cross-cultural understanding. • With the Hispanic population growing, we must be even more strategic about communication with families. When our students come from a different culture, background, communication styles and different experiences than ourselves, miscommunication is going to happen. It will often make everyone feel frustrated and disconnected. • Culturally responsive teacher: one who understands and capitalizes on the unique cultural attributes, prior experiences, and performance styles of students to legitimatize what students already know and promote student achievement.
  • 9. Culturally Responsive Instructional strategies. 1)Acknowledge students’ differences as well as their commonalities 2)Validate students’ cultural identities in classroom practices and instructional materials. 3)Educate students about the diversity of the world around them. 4)Promote equity and mutual respect among students. 5)Use valid measures to assess students’ ability and achievement. 6)Foster a positive interrelationship among students, their families, the community, and school. 7)Motivate students to become active participants in their learning. 8)Encourage students to think critically. 9)Challenge students to strive for excellence as defined by their potential. 10)Assist students in becoming socially and politically conscious.
  • 10. Assistive Technology, Or AT: any item, piece of equipment, or product system, wheather acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. • It isn’t the device it’s self that makes it assistive Technology, but how it is used to support the individual. Therefore, some technologies may be considered assistive technology for some students, but not for others. • A teacher must follow the written IEP and allow for the assistive technology that is assigned in the IEP, if there is a need. • Assistive technology tools can be classified along a continuum that moves from devices that are considered “low tech,” to tools and devices that are more complex or “High tech”. • Low Tech: generally less expensive tools lacking moving parts and having limited functionality. Usually they require little to no training to use. Ex: clothespins, paper clips, sticky notes, spell checkers, timers, calculators, etc • Mid-tech: use some form of power source, moderately priced, and may require initial training for use. Ex: tape recorders, CD players, talking dictionaries, etc • High-tech: more complex and expensive. Multifunctional tools often can be customized to meet individual needs and may require extensive training to use. Ex: Computers, voice-output devices, environmental controls, etc.
  • 11. One of the major challenges confronting educators working in inclusive classrooms is ensuring that no child is left without the support needed to fully realize her/his learning potential. (Scott, et al., 2008) Commonly Available software Word-processing applications- almost universal on computers found in schools and provide a variety of supports to help your students. Word-prediction software-helps students identify words quickly based on common usage patterns, arrangement of letters. Or suggestions based on grammar, and can be found on some smart phones. Augmentative and alternative communications devices- allows students with disabilities to communicate through pictures, words, and symbols.
  • 12. Works cited • Scott, J. C., Nichola, S. C., Brinson, S. A., & Legard, C. (2008). Utilizing Assistive Technology In Inclusive Classrooms: Leaving No Child Without. I-managers Journal of Educational Technology,5(1), 59-65. doi:10.26634/jet.5.1.569