ISTE Standard 1 charges teachers to blend their expertise in content knowledge with creative, collaborative and innovative technological tools. For this project, I worked with another teacher and combined our common experiences living, traveling and studying abroad to create an informational personal narrative. Our target audience were Americans who would be interested in traveling abroad or who enjoy international experiences. Another audience reflected in the personal narrative context would be friends, families, and students who we would enjoy sharing and celebrating our lives and stories with. In a formal educational setting this may be a good example to showcase how students can work together on a project, contribute evenly, and find a common theme to create a consistent narrative story. For a more informal educational setting, using digital storytelling and videos to share creative content that students produce, even if it may be a simple PowerPoint or slideshow, is a great way to build classroom community and for students to see the value in exploring new ways of expressing themselves
What skills or attributes of an innovative educator, such as problem-solving and flexibility with technology, can I model to 3rd grade students and connect to their development in digital fluency?
What digital-age tools can I use to effectively design, develop and evaluate learning experiences in a 3rd grade classroom that students can extend or access beyond the classroom?
With the internet at our fingertips, teachers today have access to a multitude of online resources to choose from the enhance learning in their classrooms. Professional development and practice exchanges are no longer limited within school communities, conferences, and local teacher trainings. According to the eighth annual PBS teacher survey on media and technology, one-fourth of teachers in 2010 joined online communities to exchange resources, get information or advice, and connect with fellow teachers from around the world (PBS and Grunwald Associates, 2010). Even while evaluating my own question on digital-age tools and resources I can use in the classroom, I am able to share in online discussions with teachers in my program in other school districts and countries.
According to Arizona’s Technology Integration Matrix (TIM), technology can be integrated into the curriculum to enhance the collaborative aspect of a classroom’s learning environment. As students and teachers progress through the levels of technology integration, students learn to master and use technology to create, organize and manage learning tasks. Yet in order for the progression to occur, the primary use of technology must shift from the teacher to students. With the goal of achieving collaboration between students, my initial question was, how can a 3rd grader use technology to bridge that gap between teacher and student collaboration?Read More »
8.1 Participating in a Professional Community – Relationships with colleagues are characterized by mutual support and cooperation.
While I was part of a program cohort during the summer, I had to redefine my role and identity from student to teacher when I became part of the professional learning community at my internship school. The 3rd grade PLC collaborated on procedures, curriculum, and instruction using different techniques but teaching similar content with consistency throughout the entire grade. This coordination and cooperation has been the most effective in how we organize and teach math.Read More »
5.5 Learning Environment – Managing Student Behavior by Monitoring.
Student disruptions during instructional time are normally minor, misplaced behaviors. Whether whispering to a friend or fiddling with supplies, it can be difficult to fully engage a class of 25 plus students for more than 5 or 10 minutes for an activity. This is why it is important for a teacher to be mindful and observant of student attentiveness and to use differing strategies to re-engage off task students. Throughout EDU 6130, Classroom Management, I would take away one or two strategies each week to apply immediately in the classroom the next day and test to see if they worked.Read More »
4.4 Content Knowledge – Designing Coherent Instruction in the area of Lesson and Unit Structure
Throughout the course General Inquiry and Teacher Assessment Methods (EDU 6150) I have been challenged to change how I approach the process and components of lesson planning. In the past, I had been more concerned with creating engaging learning activities than developing assessment tools for my students. Learning the ‘backwards design’ method where educators carefully consider assessment before designing activities along with studying the edTPA requirements has equipped me with a structured approach lesson planning for my future classroomsRead More »