In retrospect, this
course has helped me realize that in order to enhance my teaching so that
learners learn; I have to find means of integrating technology to differentiate
instruction so as to meet students with special needs, from different
backgrounds including gifted students (Laureate Education, Inc., 2012b).
In following my GAME plan,
I see the inclusive nature of my lessons and how to streamline them to meet
Federal, State and local standards. My lessons are more meaningful and self
directed for my learners as it gives them as well as me the opportunity to establish
my Goals as I consider what I want my students to learn; then take Actions as I
go ahead to teach; then I Monitor their learning and finally Evaluate their learning
to determine whether learning actually took place and to what extent (Laureate
Education, Inc., 2012c).
Assessment helps the
teacher to see how effective her teaching is and if a student needs help and
what kind of help the student needs (Cennamo, Ross, and Ertmer, 2009).
I have also learned how to use technology to assess my students because according
to Dr. Ross, technology can collect and analyze assessment data quickly (Laureate
Education, Inc., 2012a).
Although my students
had been engaged in online collaboration and problem-based learning, they have
not done digital storytelling before and this course exposed me and my students
to this kind of learning. Digital storytelling can be motivational for students
in any subject because they know that their audio and visuals will not only
exist on paper for the teacher’s eyes, but may ultimately result in a digital
story for the world to see. The use of digital storytelling in any subject area
transforms teaching style from the regular instruction to a classroom of
students who have taken over the control of their learning by writing,
illustrating and collecting images. This makes digital storytelling a veritable
tool in my math classroom because students need constant motivation to make the abstracted nature of mathematics concrete and interesting. I especially like
the effectiveness of a combination of problem-based learning, online collaboration
and digital storytelling to teach related lessons as we have done in this
course; and I intend to integrate them into my pedagogy.
References
Cennamo, K., Ross, J. & Ertmer,
P. (2009). Technology integration for meaningful classroom
use: A standards-based approach. Belmont,
CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2012a). Assessing
Student Learning With
Technology.
Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341773_1%26url%3D
Laureate Education, Inc. (Executive Producer). (2012b). Meeting
students’ needs with
technology, Part 1. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341773_1%26url%3D
Laureate
Education Inc. (Producer). (2012c). [Video webcast]. Promoting Self-Directed Learning With
Technology. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341773_1%26url%3D
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