This course was focused around media literacies and how to use specific technological tools to optimize student learning and engagement. Towards the end of the course we focused on the TPACK framework (Koehler & Mishra, 2009)- a lesson development plan that combines technology, pedagogy, and content knowledge into one cohesive unit. Project based learning is a creative and collaborative way to integrate these 3 categories, and allows the students to create products of their own based on the content they've learned. Denise Johnson, author of the book Reading, Writing, and Literacy 2.0, goes in depth about the many ways to integrate technology effectively, and how to utilize and take advantage of this kind of collaboration in your classroom. She suggests this framework, “is the literacy teacher’s “unpacked” understanding of the processes of reading and the ability to use this knowledge in varied contexts, interactions, and practices that ultimately make him or her uniquely qualified to prepare students to read, write, and communicate effectively in digital environments” (Johnson, 2014). This style of learning is beneficial for students at risk because it is both engaging and very hands-on. This framework is meant to deepen and extend students learning past simple content-specific tasks that aim to just simply teach the objective and move forward.
Johnson, D. (2014). Reading, Writing, and Literacy 2.0: Teaching With Online Texts, Tools, and Resources, K-8. New York, NY : Teachers College, Columbia University.
Johnson, D. (2014). Reading, Writing, and Literacy 2.0: Teaching With Online Texts, Tools, and Resources, K-8. New York, NY : Teachers College, Columbia University.
The following are just some of the technological tools I plan to utilize in my future classroom to engage my students struggling in literacy.
- Twitter is a social network tool that can be used in a 1-to-1 classroom nicely. One way I plan to use this tool is as a formative assessment measure where each student types up a response to a question surrounding ideas in a text. I can then see each of the student's responses and even project the students responses to discuss as a whole class.
- Padlet is a forum where students can post responses for the whole class or teacher to view. This tech tool is nice because it allows students to type up responses to guiding questions, or pose questions they may have to other classmates or the teacher in a concise way.
- Powtoon is a video application that students can use to create engaging and entertaining presentations for the class. This can be useful for at risk students because it is very user-friendly application and can help students create an organized and fun way to portray their information.
- Piktochart is a site that is used to create infographics. These infographics can be used for student's presentations or used by teachers to present information in a concise and visually pleasing way.
- VoiceThread is a video application that students can use to present information to their classmates. I plan to try using VoiceThread for fluency practice for struggling readers because of the voice recording option it allows its users.
- Flipgrid is another application that can be used as a classroom dialogue tool. I plan to use Flipgrid in my classroom as a way for students to record video responses to questions, or discuss texts they have read or are reading with their classmates.
"An aesthetic experience is one in which your senses are operating at their peak; when you’re present in the current moment; when you’re resonating with the excitement of this thing that you’re experiencing; when you are fully alive.”- Sir Ken Robinson
Robinson, K. (2010, October). Changing Education Paradigms. Retrieved April 04, 2018, from https://www.ted.com/talks/ken_robinson_changing_education_paradigms
Standards Aligned:
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.