Culminating project

This document discusses using smartphones and tablets (BYOD) in the classroom. It begins by asking questions about BYOD and defining it as students bringing their own internet-connected devices to class. It then discusses reasons to encourage BYOD, including keeping students engaged, easily gathering student data, and providing a study tool. Both arguments against and research supporting BYOD are presented. Examples of apps that can be used with BYOD like Nearpod, Socrative, SeeSaw, and Plickers are described. Potential issues with BYOD like access and technology problems are addressed. The document concludes by providing a checklist for determining if a technology is appropriate for one's teaching context.

The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.

Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.

This document outlines several benefits of using technology in the classroom: 1. It allows students to submit assignments as soon as they are completed and communicate directly with teachers for guidance or if they are struggling. 2. Teachers can provide individualized feedback and comments to students privately without embarrassing them in front of the class. 3. Students can collaborate on group projects and view each other's work to learn from their peers, while teachers can easily track student assignments and grades.

This document discusses various technology tools that can be used in the classroom, including PowerPoint, charts and graphs, concept maps, print graphics, WebQuests, podcasts, digital cameras, computerized sewing machines, and scanners. It provides examples of how each tool can be used, such as using PowerPoint for note-taking, lectures, and student presentations. The document concludes by encouraging teachers to embrace technology, use it everyday, keep up with trends, collaborate, and teach students and other teachers how to use technology.

This document provides details about an inferencing lesson plan that uses various technologies. The goal is for students to improve their ability to make inferences by coding texts, annotating, and communicating their inferences. Students will engage in inferencing activities using apps on their iPads both individually and in small groups. They will code and annotate short texts, then use apps like ShowMe, Corkulous, and Google Drive to answer inferencing questions and document their inferences from reading passages.

The document discusses using technology to develop reading comprehension skills through the START framework. START involves modeling and scaffolding eight comprehension strategies during teacher read-alouds. The strategies include predicting, visualizing, making connections, questioning, determining main ideas, summarizing, checking predictions, and making judgments. A variety of technologies are presented that teachers can use before, during, and after reading to engage students in practicing the comprehension strategies, such as Blabberize for predicting, VoiceThread for questioning and connecting, and Fotobabble for summarizing. The goal is to improve students' reading comprehension through actively teaching comprehension strategies.

This lesson is a follow up that recaps sharing private and public information online. Students will discuss sharing personal information using Bloom's Taxonomy and iPads with the Nearpod app. It is assumed students are familiar with the topic and vocabulary. Potential problems like students getting lost or untidy will be addressed by grouping by color or rotating groups. Main tasks will have students apply, understand, remember, create, evaluate and analyze information using various apps and activities in groups, pairs, and individually.

Madeline Hunter's Lesson Design model outlines a lesson cycle with 8 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, and 8) Closure. The document provides examples for each step and explains how teachers can use the Texas Essential Knowledge and Skills (TEKS) standards to guide content decisions and lesson planning. It also emphasizes using a variety of teaching methods.