ach one includes a narrative that outlines the flow of the lesson; a description of the pedagogical value; artifacts such as annotated videos, sample documents, and slides; and a reflection section.
This would be very helpful- exemplars which include not only the final product but how to get there would ease the transition in learning new skills.
task force realigned the district's technology plan around a more intentional vision for personalizing learning and ensuring equity.
It appears that narrowing the scope of vision is key to implementing the effective use of technology. Too often, new technology is introduced (such as the example of IPads) with broad expectations for changing every part of the educational experience.
Does the technology motivate students to start the learning process?
I find certain types of assignments using technology seem to motivate my students to start the learning process more than others; anytime my students can create videos to show their learning to a broader audience (for example they created “heritage minutes” for socials, and “right way/ wrong way videos for workplace safety) they jump at the opportunity to engage in the learning process. I wonder if it is the technology, the final product they can show multi-grades, the creativity involved or a combination of these factors.
ate opportunities for students to learn outside of their typical school day?
I have been looking at the Empatico platform to possibly collaborate with a class from another country. Technology has the potential to provide meaningful opportunities for students to learn outside their school day. Learning what these opportunities are seems to be the more problematic issue.
Networked technologies can play a powerful role in connecting kids' interests outside of school with learning opportunities in schools, after-school programs, and other third spaces.
I think increasing student motivation is critical, if using technology captures a student’s interests, the learning is more likely to follow. I think technology allows for individual student interests to be explored within a diverse classroom. In turn, sharing these unique interests allows classmates to learn about each other.
e observed that in an affluent, mostly white school, when kids played around with computers, computer games, and maker activities, they were celebrated as hackers, with adults acknowledging connections between digital play and future opportunities in a digital workforce and civic sphere. In a school serving mainly Latino students, however, kids who engaged in similar activities were viewed more negatively by adults: They were regarded as slackers, and their behavior was treated as deviant.
This speaks to systemic racism- until attitudes and beliefs change to view others as equal and worthy of equal opportunity, this type of discrimination will continue. It will require ongoing education and advocacy to acknowledge and change this thinking.
Strategies for Supporting Students - Social Anxie
This resource gives simple, yet effective ideas that could be used for the whole class. For example, teaching and implementing class wide deep breathing provides a practical strategy for all students to manage anxiety. It also links further resources for each strategy.
In general, IEP- or 504-involved children had higher scores on the School-Based Situational Anxiety scale than their peers without IEP and 504 plans
The fact that students with IEP’s have higher anxiety scores seems logical because many diagnoses are comorbid with anxiety. For example, 33% of students with ADHD have concurrent anxiety (Masi, 2015). Knowing this means we must be aware that students may be dealing with more than one diagnosis. Providing accommodations for symptoms of anxiety may not be enough, teaching and accommodations for skill deficits may also be needed.
anxious children have poorer social skills and are less accepted by their peers than non-anxious children (Greco & Morris, 2005)
Recognizing that we have many students who lack the needed skills to interact effectively with peers, we have started social thinking groups in our school. Targeted students (some, not all have IEP’s) spend fifty minutes each week learning and practicing a new, targeted social skill. This appears to be helping our students learn new skills and the opportunity to practice them.
The fact that students with IEP’s have higher anxiety scores seems logical because many diagnoses are comorbid with anxiety. For example, 33% of students with ADHD have concurrent anxiety (Masi, 2015). Knowing this means we must be aware that students may be dealing with more than one diagnosis. Providing accommodations for symptoms of anxiety may not be enough, teaching and accommodations for skill deficits may also be needed.
This resource gives simple, yet effective strategies that could be used for the whole class. For example, teaching and implementing class wide deep breathing provides a practical strategy for all students to manage anxiety. It also links further resources for each strategy.