Teaching Digital Natives -Marc Prensky
-collaborative knowledge building
Pedagogy Continuum -reflective practice
I think it's interesting that the continuum presents a rule of thumb in level three "no more minutes per lecture than the grade level". How does that work for Kindergarten?
Capacity building? I didn't catch what exactly is meant by "capacity" here. I'm gathering that it represents growth and knowledge building.
TPACK model: balance between content, technological and pedagogical knowledge.
Online collaborations via blogs and wikis dependent on specific school teams and what they want to work on.
Big 4 Jigsaw Activity: Classroom Management, Content Planning, Instruction, Assessment for learning
How are all these areas impacted by technology?
Classroom Management: We have to consider self-management with technology around. What is "on task"?
How can you tap into the students' technology use for your teaching purposes?
We DESIGN lessons!
Content Planning: Lesson Progression Maps
Should it be working around the text books/resources? Is there something else that can guide your planning?
Program of Studies!
Instruction: Get creative! What is focused imagining?
Assessment for Learning: Love the Rubric creator http://rubistar.4teachers.org/
"Assessment is like a traffic light because it tells you where to start" -Dale Armstrong
The Snowball Effect
-provide students with the opportunity to choose modes of technology that work for them and their vision
Engagement strategies -modeling for teachers rather than talking at them in AISI meetings
Assistive technology: tools -low tech (paper, pencils, scissors, etc.) to mid tech (calculators, voice recorders, neos, etc.), to high tech (Premier assistive technology software -used by CCS and RVS)
-keyboarding very important skill for LD students especially
-get your support people involved (AISI leaders, OTs, resource teachers)
Be positive and build the relationships!
Universal Design for Learning: how am I speaking? Combine speaking with tech and visual support.
- support and challenge
- what is my goal?
- what barriers might interfere?
- representation: multiple methods
- action and expression: models, feedbacks, and supports
- multiple means of engagement (entry points)
- always keep learning goal in mind
Bishop Carrol website: rms.cssd.ab.ca
A lot of digital content is not allowed in class. The highly recommended digital resources are put into the coac site. Public Performance Rights need to be there to legally play the media in class.
Coac site allows you to search via grade level. The search results provide you with a synopsis, grades and subject area applicability. They are all cached so you don't have to worry about network clogging/failures. Basically, anything you access via Learn Alberta is safe territory.
Rubrics provide students with a framework: an ending point, starting point, where and how to improve. If you're only assessing the final project, you are setting students up for potential acts of plagiarism. Assessment has to happen throughout!
It's not about the technology, it's about the way we engage students in meaningful learning!