Showcase of Technology Leadership:
411 On The 1:1 - Tools For Using Personalized Learning Devices In a Student Centered Environment
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Goals and Objectives:
ISTE Standards for Educators: 6a- Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. 5b-Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. South Carolina ADEPT Performance Standards: ADEPT Performance Standard 4.C: The teacher helps students assume responsibility for their own participation and learning. ADEPT Performance Standard 5.B: The teacher uses a variety of instructional strategies ADEPT Performance Standard 5.C: The teacher uses instructional strategies effectively. |
Learner Goals and Outcomes:
-Engage in collaborative learning and discovery
-Explore and create technology tools that will maximize student engagement and learning
-Utilize technology as a way to differentiate instruction
-Discuss and develop ways to utilize technology platforms in the classroom
-Engage in collaborative learning and discovery
-Explore and create technology tools that will maximize student engagement and learning
-Utilize technology as a way to differentiate instruction
-Discuss and develop ways to utilize technology platforms in the classroom
Rationale:
In this lesson educators learned how to use Blendspace, Quizizz, FlipGrid, and EdPuzzle to incorporate a blended learning experience into their classrooms. The goal was to model a student centered learning environment in which educators self paced and collaborated through each learning component. According to Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment, by Susan Pedersen and Min Liu, “In student-centered learning, the teacher presents the central question (issue, case, problem), and then works as a facilitator as students determine the nature of the response they will develop, and then formulate and carry out a process to develop that response.” (Pedersen & Liu, 2003, p. 58) For this specific training educators were presented with the idea of using technology as a means to develop a student centered learning environment. They were instructed to watch previously made tutorials on how to create/use these platforms and encouraged to collaborate with others on how they could use these mediums in their classrooms. These tutorials were embedded into a Blendspace for teachers to watch and learn at their own pace. As the role of learning facilitator, after presenting the learning goals, I mentored groups, answered questions, or offered insight as needed for educators as they worked. This lesson was designed intentionally to give educators ownership of the technology platforms they were learning. Pederson and Liu also state, “student-centered approaches are more likely to promote student ownership over their process and learning than do teacher-directed approaches.” (Pedersen & Liu, 2003, p. 58)
In this lesson educators learned how to use Blendspace, Quizizz, FlipGrid, and EdPuzzle to incorporate a blended learning experience into their classrooms. The goal was to model a student centered learning environment in which educators self paced and collaborated through each learning component. According to Teachers’ Beliefs about Issues in the Implementation of a Student-Centered Learning Environment, by Susan Pedersen and Min Liu, “In student-centered learning, the teacher presents the central question (issue, case, problem), and then works as a facilitator as students determine the nature of the response they will develop, and then formulate and carry out a process to develop that response.” (Pedersen & Liu, 2003, p. 58) For this specific training educators were presented with the idea of using technology as a means to develop a student centered learning environment. They were instructed to watch previously made tutorials on how to create/use these platforms and encouraged to collaborate with others on how they could use these mediums in their classrooms. These tutorials were embedded into a Blendspace for teachers to watch and learn at their own pace. As the role of learning facilitator, after presenting the learning goals, I mentored groups, answered questions, or offered insight as needed for educators as they worked. This lesson was designed intentionally to give educators ownership of the technology platforms they were learning. Pederson and Liu also state, “student-centered approaches are more likely to promote student ownership over their process and learning than do teacher-directed approaches.” (Pedersen & Liu, 2003, p. 58)
Work Cited:
Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57-76. doi:10.1007/bf02504526
Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57-76. doi:10.1007/bf02504526
Analysis of implementation:
Most educators were engaged and intrigued during the Technology Training Event. Many of them posed thoughtful questions and had insightful collaboration about the platforms. Some educators had already started to create their own lessons using some of these platforms.
What worked well
The instructional strategies that were chosen for this lesson were appropriate and effective. The training was opened with an engaging video to ensure educators were excited about learning. Using Blendspace as the main platform for educators to work with was a great success. Educators were able to see first hand how this platform would look and feel from a student’s perspective. Many noted how easy it was to navigate through each slide. Throughout the training event there was an abundance of rich conversation about how to utilize Flipgrid, Quizizz and Edpuzzle. Educators were actively engaged. All technology operated smoothly.
What didn't
During the lesson educators were asked to collaborate with each other on ways to use the platforms presented. They were to write down an idea on a post it note and stick it to the correlating posters that were placed around the room. The first two platforms that were presented in the Blendspace had an abundance of ideas on their corresponding poster but the last two were lacking responses from educators. This could be due to time running out and educators starting to losing focus toward the end of the lesson.
What can be improved
To improve this lesson I would be sure to remind teachers throughout to be aware of timing and how long they are spending on each learning component. Educators who are not familiar with the student paced dynamic may need more structure to ensure all learning goals are obtained.
Summary of significance
Through the implementation of the Technology Training Event I was able to showcase my abilities of effectively incorporating technology into my teaching practices. Preparing for the TTE allowed me to gain more experience with planning and designing lessons for educators that incorporate technology. I was able to use what I have learned about being a technology facilitator to foster a student centered learning environment and effectively teach key components of Blendspace, Quizizz, FlipGrid, and EdPuzzle. In the video below you will see educators actively engaged in the lesson, while learning how and why each app presented works well in a student paced environment.
Most educators were engaged and intrigued during the Technology Training Event. Many of them posed thoughtful questions and had insightful collaboration about the platforms. Some educators had already started to create their own lessons using some of these platforms.
What worked well
The instructional strategies that were chosen for this lesson were appropriate and effective. The training was opened with an engaging video to ensure educators were excited about learning. Using Blendspace as the main platform for educators to work with was a great success. Educators were able to see first hand how this platform would look and feel from a student’s perspective. Many noted how easy it was to navigate through each slide. Throughout the training event there was an abundance of rich conversation about how to utilize Flipgrid, Quizizz and Edpuzzle. Educators were actively engaged. All technology operated smoothly.
What didn't
During the lesson educators were asked to collaborate with each other on ways to use the platforms presented. They were to write down an idea on a post it note and stick it to the correlating posters that were placed around the room. The first two platforms that were presented in the Blendspace had an abundance of ideas on their corresponding poster but the last two were lacking responses from educators. This could be due to time running out and educators starting to losing focus toward the end of the lesson.
What can be improved
To improve this lesson I would be sure to remind teachers throughout to be aware of timing and how long they are spending on each learning component. Educators who are not familiar with the student paced dynamic may need more structure to ensure all learning goals are obtained.
Summary of significance
Through the implementation of the Technology Training Event I was able to showcase my abilities of effectively incorporating technology into my teaching practices. Preparing for the TTE allowed me to gain more experience with planning and designing lessons for educators that incorporate technology. I was able to use what I have learned about being a technology facilitator to foster a student centered learning environment and effectively teach key components of Blendspace, Quizizz, FlipGrid, and EdPuzzle. In the video below you will see educators actively engaged in the lesson, while learning how and why each app presented works well in a student paced environment.