Chapter 1 (2) Lifelong learning is not just a teacher preference; it is also a requirement for maintaining state certification. Technology literacy courses and workshops are some of the most popular learning experiences for certificate extension and renewal. Do you believe that taking additional courses in technology literacy is as important as those for your content or discipline? Is too much emphasis being placed on developing and maintaining technology competency? Defend your view. Maintaining technology literacy is very important as a teacher. Technology is now the language of students; it is how they learn and communicate. As teachers, it is our job to speak that language and use it for effective instruction. Technology is growing and changing constantly—teachers must be able to utilize new tools to effectively communicate content with this generation of students. For this reason, additional courses in educational technology are just as important as content specific courses for teachers. We are gradually moving away from the traditional classroom model of the teacher lecturing to a room full of students taking notes in their desks. As an administrator in higher education, I have seen what happens when the teacher holds on too tightly to that model instead of embracing educational technology and “hands on” learning in the classroom—students suffer and ultimately learn less. For example, which student is actually learning? The student memorizing a list of bones that comprise the hand OR the student who created a virtual diagram and labeled each bone in its position? No contest. What about the student who still struggles to remember the bones even after the online activity? A teacher proficient in educational technology would have more effective remediation than, say, flashcards. With guidance, students have access to endless online activities to help content sink in. YouTube alone provides catchy songs about every subject under the sun (see Carpal Bones Song). Students are already accessing and using technology, so it imperative that teachers are as well. Chapter 2 (3) You have learned about a variety of technologies useful to support learning in this chapter. With which one of these are you most comfortable? Which are most useful in helping to prepare 21st century learners? Describe the technology and its potential applications in the grade level or content area you wish to teach and demonstrate why it is most appealing to you. Of the different technologies discussed in this chapter, the only one I am very familiar with is Moodle. The first two years I worked at Belhaven, it was as a type of course administrator in Moodle (their LMS at the time). I did not realize it was a free platform or have any personal interest in its educational capabilities at the time, but see now what a great utility the site is. Moodle would be a great online platform for schools that do not have the budget for a license with learning management systems like Blackboard or Canvas. Although I have never used LiveBinder before, I can see it being an extremely useful tool for learning. LiveBinder is essentially an online tool for organizing and presenting information on specific topics. Unlike Prezi or PowerPoint, LiveBinder operates more like a wiki and contains embedded websites. See this Earth Day LiveBinder as an example: Instead of analyzing these technologies for their usefulness in the K-12 classroom, I consider their applications in the education of college students and their instructors or administrators. LiveBinder would be the perfect solution to a project at work right now. As more and more programs are being offered online, we (LMS administrators and program staff) are considering options for how to present specific program resource pages, such as APA Resource page for the English department or Student Teaching Resource page for EDU. LiveBinder would be a great way to do that and be accessible on a programmatic level. Chapter 3 (2) To effectively design instruction with technologies, a number of instructional design models are used in education. After reading this chapter, discuss the Dynamic Instructional Design (DID) model with the focus on its five steps. Dynamic Instructional Design (DID) Model is an intuitive instructional design model that has five steps. Step #1 is to know the learner. This includes assessing students’ backgrounds, learning styles, intelligence level, specific special needs, and any other characteristic that will have an effect on the instruction. Tools are available online to help determine these characteristics, such as this personality test similar to Myers-Briggs or this Multiple Intelligences quiz. Once the learner’s characteristics have been determined, the instructor will (Step #2) articulate standards-aligned performance objectives. The instructor should consider Bloom’s Taxonomy and applicable content and regional standards. Performance objectives must be actionable and measurable. Step #3 is to identify teaching and learning strategies. This step includes planning what you as the instructor will do and what the learner will do in order to achieve the previously determined objectives. This is the step where the content knowledge is planned and mapped out. Step #4 is to choose the technologies that will support the lesson. The instructor should consider all information from Steps 1-3 and choose the appropriate tools. Examples of technologies are clickers, online labs, webquests, blogs, etc. The possibilities are almost endless. The final step (#5) is to assess and revise. This is the time to reflect on the planning and implementation of the lesson, make any necessary changes, and try again. This last step means the DID Model is cyclical and is always evaluating and improving. The image above is taken from Chapter 3 of our textbook, Teaching and Learning with Technology, 5th ed., by Lever-Duffy and McDonald.
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Callie is a graduate student of Library Sciences and Information Technology at the University of Southern Mississippi. Blogroll
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