Tech Play 4

Teaching information literacy to students is essential in the “information rich” world we live in today.

One way I teach information literacy to students is to use the database tools that school districts in the state of Texas have access to online. Digital Knowledge Central, http://dkc.esc20.net/ gives teachers and students access to grade specific tools to locate information. The database tools allow teachers to design lessons based on media literacy, research and library skills, critical literacy, and information ethics.

I have been exploring reading apps that can be used with students. I have found specific apps to use to teach phonemic awareness, phonics, and comprehension skills. Flagstaff USD has an initiative called iREAD. Their initiative has specific apps that can be used to teach specific reading skills. If I have a student struggling with reading comprehension, I can use the grade specific resources to find apps to use to help the student. The web site is: http://www.fusd1.org/Page/6488. I like how the tools are sorted for teachers so specific content can be used with students.

This content fits into the TPACK model by bringing together the technology, content knowledge and pedagogy because the reading apps provide additional practice. The pedagogy is the different types of reading instruction, the content is using specific apps to reinforce content taught, and the technology is used as a tool to provide additional practice.

 

The app Scribble Press can be used as a creativity tool. Students can draw pictures and write words to go with the pictures. Students could also use the camera tool on the iPad to take pictures of items in the classroom that begin with specific letters.

TechPlay 3 - ETEC 524

The tools I have selected fit into the TPACK model because they incorporate technology, pedagogy, and content to allow students to use technology to demonstrate learning by creating.

It is important for students to use creativity tools because students can use the tools to create based on their understanding of content taught. By creating, students are using higher thinking skills to demonstrate their learning.

I explored the following tools for audio recording:

• Audioboo
• A tool students can use to record their voice and share it. The free app allows students to record up to 3 minutes.
• VoiceThread
• A tool students can use to create and share voice threads around documents.

I explored the following tools for students to create stories:

• ToonTastic
• A tool students can use to create cartoons.
• StoryLines for Schools
• A tool like telephone where students draw pictures.
• StoryWheel
• Students spin a wheel to get a picture, then students can narrate a portion of a story.
• Story Buddy Lite
• Students create, read, and share stories.
• Story Kit
• Students create electronic storybooks.

I explored the following apps that students can use to create short movies using pictures:

• Animoto
• Students can use pictures to create short videos.
• FixLab
• Students can create short videos and slideshows using pictures.
• iMovie
• Students can create short movies using video.

I explored the following apps that students can use to create mindmaps:

ePortfolio

The link to my ePortfolio is www.cyndewadley.com. I will be adding content to this site.

Have a great week!

Cynde

Tech Play 2

I have used ePortfolios while working on my Master's degree, my principal certification, and my superintendent certification.

I have used Web sites to build my ePortfolios. The first one I built was for my work with teachers in technology integration, I still use the site. The Web address is www.cyndewadley.com.

During my principal certification classes, I made an electronic portfolio on each competency and it also contains articles, artifacts, as well as my resume. This ePortfolio was created using html. I did not want to publish it on the Web, so I just burned it to a DVD. The DVD works like a a Web site.

During my superintendent certification classes, I updated the ePortfolio. I published it to a flash drive. I find that having all of my documents and artifacts in my ePortfolio keeps me organized. I can update it quickly and all of my documents are stored in my ePortfolio. For example, when I needed to create a portfolio for admission to the doctoral program, I was able to complete it in a timely manner.

I also created an ePortfolio for a school district to use for Response to Intervention. All of the documents for RtI are located in the ePortfolio I created.

Tech Play 1 for Introduction to Educational Technology

I would design an assignment for students in which students create a blog to discuss novels that we are reading in an English Language Arts class. The blog could be used for students to list their views on character analysis, plot development, and to practice writing short concise answers to support their views related to the novel.

Students could read and post comments to the blog post of class members.

The pedagogical stance for the activity is based on constructivism, in which students are actively involved in the learning activity to create their own knowledge.Students are reading and responding to the posts of their classmates. This process allows students to agree with or defend their own understanding of the novel.

Students can use mobile devices such as smart phones, iPads, tablets as well as computers to design their blogs. Students can respond to one another using their devices.

Obstacles that teachers and students could face are the availability of a mobile device or computer and access to the Internet. However, the obstacles could be overcome by reminding students of locations with free wi-fi access such as businesses and libraries.