Technology Training

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Objective

This course will enable the participant to understand differentiation and real-world applications with the use of technology-enriched student-centered actions. These discoveries will be approached with authentic, hands-on activities. Infuse technology for differentiation and apply real-world strategies to support your curriculum and instruction for effective and fun learning opportunities.


Teacher Professional Standards applicable to this training are at the end of the flyer.

Agenda

  1. Real-World Applications
  2. Differentiation
  3. Thoughts/Reflection
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Alan November (See @ 15:20)

Alan November: "21st Century Learning -- a Deep Dive into the Future of Education"

Articles for Review & Discussion

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Activities

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#1: The Newsroom

Students connect to self, text, and world by reading current news online. Students can then use another collaborative app to discuss, respond, or add their ideas depending on the content and objective. They can use the news to further their research for a project or read to gain better insight to using their comprehension skills.


BONUS: Most of these applications give the option to create an account and class to create assignments for students.

Activity:


  1. Go to Wonderopolis and select an article in your group.
  2. After selecting the article, read and discuss as a group.
  3. Go to Padlet page and enter your responses.


(For this sample, it is a vocabulary activity) but can use it to further content knowledge. It can also be used in Reading for comprehension skills or for writing as examples.

Extra ideas on teaching current events...

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#2: Real but Fake!

Students may use online web apps to create "real" (fake) looking social media web pages. There is iFake text, Fakebook, Fodey.com, and audio tools/podcast to give the illusion that students are creating real world media. Students dive into higher order thinking skills as they begin to create another's perspective.


Use these apps for your character analysis or biography studies in the content areas. Texting or tweeting a process to someone would assist in clarifying mathc problems.


BONUS: Use the iFake Text message application in Math class, too! Students pretend to help another solve a problem by teaching the steps. How would the messages look if they needed to help their parent or friend figure out how to get solve for 30% off $50.00 at Best Buy?...

Activity:


  1. Go to Mr. Nussbaum's page on biographies.
  2. Select an individual to study
  3. Individually or in pairs, select a method to deliver the information you read.
  4. Create a product using one the apps listed above.


You can create a news story on Fodey, create a profile on Fakebook, invent a conservation between the person you are studying and another, or interview your partner who is an expert on the person whether audio or video.

Samples

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#3: Professional Meet Up!

Students will interact with professionals in a given field to further their understanding of the content. Use these real-time, live streaming, or video conference communication sites to bring those experts into your classroom to increase students' knowledge.


Register for these sites or keep track through the newsletter on any sessions with professionals willing to speak and present to your class.

Activity:


  1. Search 1 (or all) of the sites for content that interests you and is aligned to your needs.
  2. Find a session/connection and post it on Today's Meet. Add the details of the session and the relation to your lesson (i.e. 3rd, Math, Addition)
  3. Log in and register for it and continue the process to set up a time.
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#4: Webquests

"A Webquest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web" (Webquest.org, n.d.). The ownership of learning is in the hands of the students. All of the information and directions are organized in the webquest for students to tackle in groups while you facilitate. Students should have some understanding of the topic but this will extend their learning in a novel way.
WebQuest 101 Part 1 -- What is a WebQuest?

Samples

Activity:


Search through Webquest website and find 1 Webquest that you/your team may use in the classroom for any content area.

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Sensational extra real world application ideas

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Alan November (See from beginning until 3:30)

Alan November: "21st Century Learning -- a Deep Dive into the Future of Education"
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Articles for review

Image below: Carol-Ann Tomlinson
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#1: Literature Circles

"In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response" (Litcircles.org, n.d.).

Fourth Grade Literature Circle Discussions

Just for the Little Ones...

Activity:
  1. Go to TweenTribune Jr.
  2. Choose an article to read as a group.
  3. Each group member must select a job from above.
  4. Use Popplet or Storyboard That to record your answers.
  5. Look over your job and follow through on the activity.
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#2: Digital Resources

Use your digital resources to differentiate learning according to the students needs. Let students gain access for home-school connection. Enrich or Prescribe content-specific activities.


Britannica School Edition is a wonderful resource for students to use as they discover new information. Check out the short video showing how you can differentiate in your class with it.

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#3: Insync Education

InSync Ed.


From their website, "Teachers use InSync to create differentiated learning paths for their students: Rtl, PBL, small group instruction and IEPs."

Flexible Grouping
Learning Beyond the Classroom
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#4: carousel Activity

Carousel activity provides scaffolding for new information to be learned or existing information to be reviewed through movement, conversation, and reflection.

  1. Click on Trello link to visit page. (It is now set up as a sample)
  2. Based on your group number, add information to the first section you are assigned as a group. The label color added indicates the group that added the information.
  3. After time is up, we will rotate. You will add information to the next section. You cannot repeat the information of others.
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#5: Tic (Think)-Tac-Toe

"Tic-Tac-Toe is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. Typically, the Tic-Tac-Toe board has 9 cells in it, like that of the game. This can, of course, be adjusted" (Tools for Differentiation, n.d.).

Similar Style: Learning Menus

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Just for fun!

Once more... Alan November

Alan November

...and Carol-Ann Tomlinson

Differentiation and The Brain: A discussion with Carol-Ann Tomlinson

Extra freebie!

Google Extensions

Technology Teachers Standards

Standard 1

1.5s: use technology terminology appropriate to the task.

1.18s: demonstrate knowledge of the imprtance of technology to future careers, lifelong learning, and daily living for individuals of all ages.


Standard 3

3.15s: integrate acquired technology applications, skills, and strategies and use of

the word processor, database, spreadsheet, telecommunications, draw, paint,

and utility programs into the foundation and enrichment curricula;

3.16s: design and implement procedures to track trends, set time lines, and review/

evaluate progress for continual improvement in process and product; and


Standard 4

4.6s publish information in a variety of ways, including, but not limited to, printed

copy, monitor displays, Internet documents, and video;

4.7s design and create interdisciplinary multimedia presentations that include

audio, video, text, and graphics for defined audiences;


Standard 5

5.1s plan applications-based technology lessons using a range of instructional

strategies for individuals and small/whole groups;

5.3s plan, select, and implement instruction that allows students to use technology

applications in problem-solving and decision-making situations;

5.4s develop and implement, using technology applications, tasks that emphasize

collaboration and teamwork among members of a structured group or project

team;

5.8s follow guidelines for the legal and ethical use of technology resources;

5.14s evaluate appropriately students’ projects and portfolios using formal and

informal assessment methods;


TEA Technology Applications TEKS PDF