Description of Current Technology Uses and Applications
My current use of technology in my classroom supports the basic tenets underlying this program. I strive to use technology to create positive change in the learning experiences of my students, based on best practice teaching strategies and careful alignment to curriculum standards. As a result of this aim, I believe that student engagement and ownership over learning has increased, as well as their technological literacy skills. As a new teacher, technology integration has been at the heart of my approach to teaching and personal professional development, and I think this is clearly demonstrated through my lessons and the high quality work my students have produced.
I approach technology tools with the goal of choosing applications that are free and relatively easy to use. Therefore, I tend to avoid most software products or fee-based applications. As a result, Web 2.0 integration has been my main technology focus. I have previously used blogs, wikis, social networking sites, podcasting, and digital storytelling as tools for student use. In addition, I have used screencasting and prezi to improve my own delivery of instruction. One of my favorite parts about teaching is the ability to think creatively, and I have had the opportunity to do so when using the above tools in a variety of contexts and for a variety of purposes.
Another advantage of using these tools is in the form of assessment, both formative and summative. I have used wikis as a summative assessment for collaborative group work and as a formative assessment for individuals. Blogs work very well as formative assessment, both to identify student progress of targeted writing skills and understanding of content concepts. Digital storytelling has worked as a presentation-based summative assessment for peer and group work. I have used podcasting as a formative tool to develop student thinking by recording class discussions and sharing podcasts across class hours. Podcasts have also been implemented as summative assessments as students have written, recorded, and mixed their own podcasts in small groups in the form of persuasive book talks.
In addition to using technology within my classroom, I also use technology to communicate with students, parents, and community members beyond the classroom constraints. Our district just recently rolled out a new website, which allows for web space for each individual teacher. I have used this site to post assignments, weekly schedules, and parent reminders. I’ve also uploaded documents/handouts, as well as embedding prezi videos of classroom notes. In addition, I have created a few brief screencasts explaining how to use the site and where to find relevant information. Since this site was not widely used by faculty this year, I only had minimal success at directing students and parents towards this useful information. However, I plan to fully integrate this resource into my teaching this coming year as a way to support communication and easily disburse information.
I approach technology tools with the goal of choosing applications that are free and relatively easy to use. Therefore, I tend to avoid most software products or fee-based applications. As a result, Web 2.0 integration has been my main technology focus. I have previously used blogs, wikis, social networking sites, podcasting, and digital storytelling as tools for student use. In addition, I have used screencasting and prezi to improve my own delivery of instruction. One of my favorite parts about teaching is the ability to think creatively, and I have had the opportunity to do so when using the above tools in a variety of contexts and for a variety of purposes.
Another advantage of using these tools is in the form of assessment, both formative and summative. I have used wikis as a summative assessment for collaborative group work and as a formative assessment for individuals. Blogs work very well as formative assessment, both to identify student progress of targeted writing skills and understanding of content concepts. Digital storytelling has worked as a presentation-based summative assessment for peer and group work. I have used podcasting as a formative tool to develop student thinking by recording class discussions and sharing podcasts across class hours. Podcasts have also been implemented as summative assessments as students have written, recorded, and mixed their own podcasts in small groups in the form of persuasive book talks.
In addition to using technology within my classroom, I also use technology to communicate with students, parents, and community members beyond the classroom constraints. Our district just recently rolled out a new website, which allows for web space for each individual teacher. I have used this site to post assignments, weekly schedules, and parent reminders. I’ve also uploaded documents/handouts, as well as embedding prezi videos of classroom notes. In addition, I have created a few brief screencasts explaining how to use the site and where to find relevant information. Since this site was not widely used by faculty this year, I only had minimal success at directing students and parents towards this useful information. However, I plan to fully integrate this resource into my teaching this coming year as a way to support communication and easily disburse information.
