In chapter 8, wikis as a collaborative learning strategy (Maloy, 2013) was something I had never heard of before. I had only known of Wikipedias as a form of an encyclopedia but not other forms of wikis. Creating a Wiki page as a group helped me to understand the value in a collaborative project. I had the opportunity to work with my peers online in order to enhance our own individual ideas and make our page stronger and more meaningful. We all worked collectively on the wiki page to explain Marzano's instructional strategies. In creating a Wiki, I was able to see how technology can be used in a meaningful way. Having that experience helped me to see how appropriate this use of technology would be for students. It not only fostered growth in technological knowledge of how to create a wiki page but promotes a clearer understanding of the content. Collaborating with a group can allow other students to help each other on critiquing their work and it gives the student control over their work. It also helps the teacher know how much effort was put into the project and how well the group worked together in addition to how much they know about the content. However, before creating a wiki, I was in a bit of confusion. After some trial and error, I was able to create a page. I did have some issues with adding images and videos but was able to get help from some peers and my professor. Overall, it is a great tool for learning.
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| Wiki Pedagogy |
Flikr photo credit to Allison Ruth
In Chapter 10, I was most intrigued by two frameworks called differentiated instruction (DI) and universal design for learning (UDL) (Hall, Meyer, Rose, 2012; Metcalf, 2010) which addresses the necessities of different students inside of the same class. With so many different learners with different needs, I believe it is important to focus on making a classroom engaging for every student as much as possible focusing on what each student's needs are and plan accordingly to meet those needs. In previous experience, I had worked in a preschool as a teacher's assistant. In our preschool (and in most preschools), it was split up into centers. Each center represented a nonlinguistic approach, giving each child an engaging learning experience whether it was taking a role in family living, creating a building out of wooden blocks, using paint in different forms, applying math skills using manipulatives, or drawing pictures as journaling. While the centers were active, this gave teachers a chance to watch and interact with children on an individual basis to see how they are learning and to catch any particular needs the child had. I can see how using differentiated instruction could benefit students (of all ages) in a classroom. Although, this method can be challenging as there is not enough time, resources, and tools necessary for some teachers. Therefore, after reading, 3 Ways to Plan for Diverse Learners: What Teachers Do, noted that every educator as of now can integrate differentiated instruction (DI) for all learners in their classrooms (McCarthy, 2015). In addition to, universal design for learning (UDL) is another approach for schools to help all students. The reason for this is to make educating and learning circumstances that serve the requirements of the most stretched out scope of students without decreasing or lessening open doors for all learners (Hehir & Katzman, 2012). For more detailed explanation of this framework, visit this website and take the tour as well. As a parent, I can not emphasize enough on the lack of students' needs met. I can not speak for active teachers, but I can only imagine the frustration of trying to make every moment count for each child in their class. I would only hope that each teacher is applying this into their curriculum. Making accommodations through the use of technology for students with special needs not only gives them more opportunities for learning but also gives them a better feeling of acceptance. What child does not want to feel accepted? I know with any new approach or strategy there are downsides, but I believe a great teacher can create a classroom to fit most of their needs. As I have mentioned before in a previous post, using interactive whiteboards can be a great tool in the classroom as in other devices as explained in this video below.
By consolidating a book's words and pictures with sights and sounds, engaging activities, and playful cooperation like those found in computer games or other PC based learning encounters, electronic storybooks, and storybook applications make reading exciting (Maloy, 2013). Interactive electronic storybook and storybook apps I believe are ideal for students, especially younger ones like preschool through elementary. In the past (when my kids were toddlers), interactive storybooks came in CD-ROM. One in particular they loved was Jump Start Preschool CDs, which are still available. Recently, my youngest son (age 9) is into Magic Tree House book series. So to top off his love for the series, he can create his tree house, keep track of his reading with an online passport, enjoy visuals, and engage in other aspects of this book set by the use this site. Today, apps are the latest and greatest thing due to its accessibility on most devices we carry. With this generation, we see children as young as 1-year-old, holding their parent's smartphone or tablet playing interactive games, or engaging in interactive stories. For the most part, this is possibly being used in keeping a child still from running around at the doctor's office (to keep everyone happy). It could also be used as a time to play to replace boredom. It is not coincidental that these assistive tools can create a learning opportunity. Children are fascinated with pictures and interaction with stories. They typically want to be a part of the story in some way and love the sounds that the story brings, like a parent making sound effects for animals in a book. Why not implement this type of technology to help all types of learners in a classroom? It may only serve a purpose for a certain age group but it still has great benefits for young readers. Though, I still wonder about the consistent use of this type of technology. I created a StoryBird representing the advantages and disadvantages of storybooks (Maloy, 2013).
Resources:
Helping Hands Center. (2015, April 9). Technology in the Classroom | Helping Hand Center. Retrieved March 06, 2016, from https://www.youtube.com/watch?v=Rewlk1SFUyI
Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc
McCarthy, J. (2014, July 23). 3 Ways to Plan for Diverse Learners: What Teachers Do. Retrieved March 06, 2016, from http://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
Penguin Random House LLC. (2016). About the Series. Retrieved March 06, 2016, from http://www.magictreehouse.com/
Ruth, A. (2009, October 10). Wiki Pedagogy. Retrieved March 06, 2016, from https://www.flickr.com/photos/purple_academic/3999328669/
UDLCenter.org| What is Universal Design for Learning | National Center On Universal Design for Learning. (2014, July 31). Retrieved March 06, 2016, from http://www.udlcenter.org/aboutudl/whatisudl
