I feel as though I am making steady
progress towards accomplishing my goals.
In some recent searching, I came across the wiki http://cooltoolsforschools.wikispaces.com/Collaborative+Tools. It provides links
and a short explanation of dozens of technology tools that can be utilized for
specific purposes such as presentation, collaboration, and writing, among
others. These resources make me feel as
though no matter what my learning objective, I can find some sort of digital
tool to provide my students with options in demonstrating their knowledge
(Laureate Education Inc., 2009). These
tools lend themselves to the authentic and collaborative assignments I am
hoping to start more frequently incorporating.
When I originally created my action
plan, I commented that in monitoring my progress, I would examine specific
lessons to determine what scaffolds my students needed to be successful, and
that I would consider time constraints.
Whereas I originally hoped to incorporate a digital storytelling lesson
with my intervention students prior to the year ending, it does not look as
though this will be possible. We are
still finishing our novel, and may only have one or two class periods to
incorporate an authentic learning activity.
The students that I am working with would require direct instruction in
the research process, a structured method to collect notes and synthesize their
results, and direction in utilizing digital storytelling software. Therefore, I think that I am going to try to
instead incorporate online collaboration where students can “demonstrate
creative and original thoughts and ideas” (Cennammo, Ross, & Ertmer, 2009, p.
145) as they answer open-ended questions.
I would like to try a new tool such as stixy.com that also allows
students the opportunity to practice comprehension, communication and writing
skills in an authentic, web-based environment.
So far, I have learned that utilization
of digital technologies can enhance the learning of all of my students, but
particularly those in my classroom with learning disabilities and severe
ADHD. As emphasized by UDL principles,
providing students with a variety of modes to receive, process, and communicate
knowledge allows them to feel more engaged and successful in the classroom
(Cast, 2011). More authentic and collaborative
lessons helps support the affective network because students can be provided
more choices, and can also see more directly why their learning is important
(Cennammo, Ross, & Ertmer, 2009).
As I have been attempting to meet my
goals, the questions I am finding myself most frequently asking relate to the
logistical requirements that surround the use of digital tools. I think that in the future, I am going to
need to find activities where students can work more on projects together using
the three computers in my classroom, instead of focusing on mostly individual
assessments. Additionally, in reference
to the multi-cultural collaboration that I would like to incorporate into my
class next year, I have thought about how much instructional time I will need
to take to prepare my students for that kind of communication. I think that I will need to look at my group
next year, evaluate their experience speaking to others in an online
environment, and then determine those needs.
CAST
(2011). Universal design for learning guidelines version 2.0.
Wakefield, MA: Author.
Cennamo,
K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful
classroom
use: A
standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
Laureate
Education, Inc. (Executive Producer). (2009). Integrating technology across
the content
areas. Baltimore, MD:
Author.
