Just another TRU EDDL Sites site
 
EDDLL 5151 Week 5 Activity 2: Applications

EDDLL 5151 Week 5 Activity 2: Applications

Access

At the schools where I work, students have access to the following software:

Adobe Acrobat DC; Blackboard; Calculator; Camera; Comic life 2; CM Trace; DropBox; Dyned; Filezilla; Google; Groove Music; Internet Explorer; Messaging; Mail; Microsoft Office- word, PowerPoint, Access,; Mixed Reality Portal; Mixed Reality Viewer; Movie Maker; Movies and TV; One Note; Paint; Paint 3D; Photos; Snipping tool; Skype; Sticky Notes; Video Editor; Voice recorder

Applications that I use:

  • Adobe Acrobat DC
  • Blackboard
  • Calculator
  • Comic life 2
  • DropBox
  • Google
  • Internet Explorer
  • Messaging
  • Mail
  • Microsoft Office- word, PowerPoint
  • Photos
  • Snipping tool
  • Skype
  • Sticky Notes

Applications that students use:

  • Blackboard
  • Calculator
  • Comic life 2
  • Google
  • Internet Explorer
  • Mail
  • Microsoft Office- PowerPoint
  • Photos
  • Snipping tool

Applications that neither myself or students use:

  • Camera
  • CM Trace
  • Dyned
  • Filezilla
  • Groove Music
  • Internet Explorer
  • Mail
  • Microsoft Office- Access,
  • Video Editor
  • Voice Recorder

Activity 1: Transferable Skills

  • Students used school computers (Windows 10) , PowerPoint and Microsoft Word
  • Students used this technology, alongside kinesthetic non-tech based resources, to explore and test their expertise against a series of transferable skills. They used PowerPoint to access a range of lateral thinking puzzles as well as to view images (for a memory game) and check answers. At the end, they completed a detailed self reflection checklist on Microsoft word. As there was 6 different stations and students became disengaged last semester, we alternated between the 3 non-tech and 3 tech stations. We also asked them to reflect on which stations they preferred and why.
  • For this activity, the class was divided into 6 mixed ability, mixed personality groups.
  • This lesson was student-led. Each station had a set of instruction and it was up to the group to decide how to process this and complete the task. I was merely there to observe their efforts and use this for feedback at the end of the session before the self-reflection activity.
  • What I loved about this lesson was that it wasn’t 100
    % online/ on computers. As I teach a blended learning online course students spend the majority of the time glued to computers. Active engagement was improved from last time and feedback showed a positive response to lateral thinking puzzles. For increased collaborative learning, next semester this will be completed via Google Classroom.
  • Technology was useful for students with ELL as I was able to use images and embed translated phrases into the PowerPoint to increase participation as well as them using the spell check features . Likewise, using the computer to show images/pattern and setting the reflection on word, supported a visually impaired student as they were able to magnify this.

Skills and Competencies Assessed

  • Self Responsibility
  • Communication
  • Enthusiasm/Attitude
  • Grit
  • Team Work
  • Work Ethic
  • Problem Solving

Success Criteria

  • Active participation in the activity stations. Engaged, contributing, following instructions.
  • Reflections shows insight and understanding of your abilities in the different skill areas.

ISTE Standards

  • Empowered Learner 1a, 1c
  • Creative Communicator – 6c
  • Global Collaborator- 7c

TPACK

  • Technological Pedagogical Knowledge (TPK) – as I had an understanding of how teaching and learning can change when particular technologies are used in particular ways.  (Koehler, M.J., Mishra, P., & Cain, W. 2017)

 

Activity 2: Application to Graduate

  • Students used school computers (Windows 10) and Comic Life 2 (installed on school computers) as well as Google, Blackboard, Photos and Snipping Tool
  • Students used this technology to tell a story about how a hobby or interest has developed their transferable skills and given them the necessary skills to graduate from high school.
  • Technology has been used as it has allowed students to have a permanent record of these achievements that they will refer to at the end of the course as well as presenting to the community panel for their Capstone project. As it a personal task, using a tool such as Comic Life 2 has allowed them an element of anonymity by using comic and superhero typography and visuals to tell the story.
  • This activity begun with a group brainstorm/reflection (using Blackboard’s break out rooms) and then moved onto an individual activity. I facilitated the discussion by managing the groups and posing the question: “what evidence do you have that you are ready to graduate?” as well as displaying the transferable skills in each. Students worked in groups of 4 to share ideas (linked back to transferable skills from previous lessons). We have been focusing on the spiral of Inquiry and this was a student centered approach. I modeled using the digital tools and students co-constructed the success criteria.
  • Technology impacted the student learning as there was increased engagement in the task, increased submission of assignments and deeper thinking and personalized content visible in the outcomes. Additionally, students enjoyed this task and opted to use this digital tool later on in the course.
  • Technology was also used for differentiation as I was able to create a template for some of the ELL students as well as 1 student who struggles with time management and choice when using digital tools.

TPACK

  • Technological Pedagogical Content Knowledge (TPACK) – I showed effective teaching with technology, that used technology in to make content easy and helped address  some of
    the problems that students face. (Koehler, M.J., Mishra, P., & Cain, W. 2017)

Skills and Competencies Assessed:

  • Recognize how my strengths and interests influence who I am. Market myself in a positive way.
  • Communicate who I am by using digital tools
  • Creative thinking
  • Positive personal and creative identity
  • Personal awareness and responsibility.

Success Criteria

  • is engaging and creative
  • uses a variety of media that is meaningful to the content
  • includes personalized media as well as internet content
  • layout is well thought out, organized and easy to navigate
  • arranges images and text so that they are easily connected

ISTE Standards

  • Empowered Learner-1a, 1c
  • Knowledge Constructor-3d
  • Innovative Designer- 4a, 4b
  • Creative Communicator- 6a, 6b, 6c, 6d
  • Global Collaborator- 7a, 7b,

References

Koehler, M.J., Mishra, P., & Cain, W. (2017). What Is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education193(3), 13-19.
http://journals.sagepub.com.ezproxy.tru.ca/doi/pdf/10.1177/002205741319300303

11 Comments

  1. Howdy this is somewhat of off topic but I was wondering if blogs use WYSIWYG editors or if you have to manually code with HTML.
    I’m starting a blog soon but have no coding experience so I wanted to get guidance from someone with
    experience. Any help would be greatly appreciated!

  2. I do trust all the concepts you have offered on your
    post. They are very convincing and can certainly work.
    Still, the posts are too short for starters. Could you please extend them a bit from subsequent time?

    Thanks for the post.

Leave a Reply

Your email address will not be published.