Monitoring Progress

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. 

References:

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.