Personal learning goals for the course related to our five MRU B.Ed. program competencies.
🍎Professional Responsibilities: Identifies and implements specific changes to practice based on reflection and feedback from mentor teacher and faculty supervisor.
-My goal is to learn new strategies that will help make learning visible, so that students can elaborate on their new learning to share with others, and possibly gain a deeper understanding of topics in the process (PR5).🍎Planning for Learning: Demonstrates knowledge of learner development and differences and uses this knowledge to plan learning experiences.
-My goal is to continue learning strategies that will help me better understand student learning needs and how I am able to differentiate to meet those needs within a whole class setting (P5).
🍎Facilitating Learning: Uses a variety of teaching strategies to engage learners in rich learning experiences.
🍎Facilitating Learning: Uses a variety of teaching strategies to engage learners in rich learning experiences.
-My goal for future learning will be to strive for more technology based teaching that is learner driven (F2).
🍎Assessment: Creates multiple and varied assessment tools that align with outcomes.
-My goal is to continue developing skills to enable self assessment in students. Also, continue to look for effective strategies that can scaffold metacognition for student success (A2).
🍎Environment: Creates and manages effective classroom routines and procedures to promote positive, engaging learning environments.
-My goal is to continue learning "soft skills" that will help me to be a more personable teacher, while building confidence at being firm with classroom management (IE2).
Educational theorists have since argued that in an effective educational setting, teachers must appeal to a wide variety of intelligences: some students are visual learners, others prefer more tactile experiences, others need to hear information presented orally. Moreover, digital technologies can provide access to sounds, colours, and images, and text, they appear to be ideal tools for the cognitively diverse classroom. Personally, a thoughtful teacher should present multiple types of information in class in order to appeal to all of these learners.
Fabian’s (2018) research article, states that using mobile technologies engages students to be motivated as it facilitates visualization and encourages collaborative learning (p. 1121). Moreover, if used correctly, technology prepares students for their future careers! Teachers need to be aware of how technology enables diverse student performances, that is, the types of information students produce. It makes little sense to provide students with a wide variety of information, only to have them produce one kind of performance: a written essay or test.
Effective educational technologies enable all students to produce kinetic, and logical-mathematical performances. According to Hawkins (2016), computer-assisted instruction is a valuable tool which can improve and strengthen students’ math fact fluency. Every day, schools are adopting new, innovative technologies to further enhance the educational experience for these digital learners.Further, preparing speeches via videoconferencing would exercise their intelligence skills. I am sure most of us agree that technology helps make teaching and learning more meaningful and fun.
Hawkins, R., Collins, T., Hernan, C., & Flowers, E. (2016). Using computer-assisted instruction to build math fact fluency: An implementation guide. Intervention in Schoolsand Clinic, 52, 141-147. Retrieved from https://doi.org/10.1177/1053451216644827
Previous educational technology experience?
Education is evolving fast. Every day, we hear about some new technology that will change the world and the way we learn in it. Technology is evolving at my fingertips and I would consider myself as a beginner-intermediate tech user. I graduated high school in 2011. All text-based reading and writing was on paper only. So, let's just say I am no expert but willing to learn!
Burning Question and Why
Does the technology engage different learning styles, allowing students to produce knowledge and information?Educational theorists have since argued that in an effective educational setting, teachers must appeal to a wide variety of intelligences: some students are visual learners, others prefer more tactile experiences, others need to hear information presented orally. Moreover, digital technologies can provide access to sounds, colours, and images, and text, they appear to be ideal tools for the cognitively diverse classroom. Personally, a thoughtful teacher should present multiple types of information in class in order to appeal to all of these learners.
Fabian’s (2018) research article, states that using mobile technologies engages students to be motivated as it facilitates visualization and encourages collaborative learning (p. 1121). Moreover, if used correctly, technology prepares students for their future careers! Teachers need to be aware of how technology enables diverse student performances, that is, the types of information students produce. It makes little sense to provide students with a wide variety of information, only to have them produce one kind of performance: a written essay or test.
Effective educational technologies enable all students to produce kinetic, and logical-mathematical performances. According to Hawkins (2016), computer-assisted instruction is a valuable tool which can improve and strengthen students’ math fact fluency. Every day, schools are adopting new, innovative technologies to further enhance the educational experience for these digital learners.Further, preparing speeches via videoconferencing would exercise their intelligence skills. I am sure most of us agree that technology helps make teaching and learning more meaningful and fun.
Resources
Fabian, K., Topping, K., & Barron, I. (2018). Using mobile technologies for mathematics: Effects on student attitudes and achievement. Educational Technology Research and Development,66(5), 1119– 1139. Retrieved from https://link-springer-com.libproxy.mtroyal.ca/article/10.1007/s11423-018-9580-3
Hawkins, R., Collins, T., Hernan, C., & Flowers, E. (2016). Using computer-assisted instruction to build math fact fluency: An implementation guide. Intervention in Schoolsand Clinic, 52, 141-147. Retrieved from https://doi.org/10.1177/1053451216644827
Hi Jorgia,
ReplyDeleteYour blog looks adorable, I love it! I really love this post and how it was organized, it was really easy to read. I also like how you added some resources into your blog post, it really added some additional support. For next time maybe add a picture to your post.