EIM 504 Technology Integration

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Technology Integration for Meaningful Classroom Use: A Standards Based Approach:

Technology Integration for Meaningful Classroom Use: A Standards Based Approach Customizing Student Learning Activities and Diversity and Cultural Understanding

Using Technology to Differentiate Instruction: Content:

Using Technology to Differentiate Instruction: Content Teachers address the same curriculum with students, but the content does not always have to be the same. Examples of Differentiated Content: Developing reading fluency through a variety of sources (basal readers, newspapers, magazines, websites, popular novels, eBooks, etc.) Create or find Web Quests on different topics of study Incorporate an academic search engine or one designed for children Use short video clips from and education video-sharing site

Using Technology to Differentiate Instruction: Process:

Using Technology to Differentiate Instruction : Process The strategies and activities in your classroom are the “processes”. Flexible grouping is a great strategy. Students are not grouped randomly. They are grouped based on ability, interest, or learning preferences. Flexible groupings change often. Examples of Differentiated Process: -Write a story board for a video presentation -Play or create a learning game using presentation software -Connect with other classrooms through e-mail or video conferencing -Incorporate a virtual field trip

Using Technology to Differentiate Instruction: Product:

Using Technology to Differentiate Instruction: Product Students can demonstrate new skills and knowledge in a variety of ways. Make sure the product matches your content standards. Examples of Differentiated Product: -Publish to a blog -create a digital portfolio matched to standards -create a concept map before and after instruction -demonstrate a process through a narrated screen capture video -create a public service announcement about an environmental or social issue

Universal Design for Learning (UDL):

Universal Design for Learning (UDL) UDL guidelines are based on research findings about how we learn. Research identifies 3 primary networks that influence learning. Three Primary Networks that Influence Learning: -Provide multiple means of representation (show information in a variety of ways) -Provide multiple means for action and expression (give students a variety of ways to show learning) -Provide multiple means for engagement (use a variety of strategies to create interest)

Creating a Collaborative Environment:

Creating a Collaborative Environment The teacher can create an environment in which students feel comfortable working collaboratively. Ways to create a collaborative environment in the classroom: Teacher modeling (show students how to work well with a group) Questioning (Model how to discuss and use higher order thinking questions) Quality Responding (respond to students with interest) Peer Interactions and discussion (encourage genuine discussion and openly consider multiple points of view) Reflective Journals (structured and unstructured writing for students to share their thoughts and feelings about what they have learned and discussed)

Gender-Equitable Resources:

Gender-Equitable Resources GAME: G - Set Goals: Find resources that encourage technology use for either boys or girls A - Take Action: Search for print and digital resources that help you differentiate instruction for learning preferences associated with both genders M- Monitor: Try to collect material that is not biased, use strategies to obtain equal representation for boys and girls E- Evaluate and Extend: Keep a portfolio with why you believe the materials are appropriate.

Promoting Cultural Understanding and Global Awareness:

Promoting Cultural Understanding and Global Awareness Understand your culture and the culture of others. Read the information below. Think of one example common to people in the country where you were born and compare that with others you know from travel, friendships, or discussions with others. Styles of dress *ways of greeting people *Importance of time *Holiday customs *Foods *attitude toward age *rules of polite behavior

Cultural Understanding and Global Awareness:

Cultural Understanding and Global Awareness Exploring similarities and differences in culture among individuals are important to establishing collaborative relationships. According to the Journal for Medical Ethics: “ United States of America demographic profiles illustrate a nation rich in cultural and racial diversity. Approximately 29% of the population are minorities and demographic projections indicate an increase to 50% by the year 2050. This creates a highly mobile and constantly changing environment, revealing the need for new levels of cultural awareness and sensitivity.  ”

Culturally Responsive Instructional Strategies:

Culturally Responsive Instructional Strategies Acknowledge students’ differences as well as their commonalities Validate students’ cultural identities in classroom practices and instructional materials Educate students about diversity of the world around them Promote equity and mutual respect among students Use valid measures to assess students’ abilities and achievements Foster a positive interrelationship among students, their families, the community, and school Motivate students to become active participants in their learning Encourage students to think critically Challenge students to strive for excellence as defined by their potential Assist students in becoming socially and politically conscious.

Bibliography :

Bibliography Cennamo , Katherine, John D. Ross, and Peggy A. Ertmer .  Technology Integration for Meaningful Classroom Use: A Standards-based Approach . Belmont, CA: Wadsworth, 2010. Print . Seibert, P. S., P. Stridh-Igo , and C. G. Zimmerman. "A Checklist to Facilitate Cultural Awareness and Sensitivity."  -- Seibert Et Al. 28 (3): 143 . Journal of Medical Ethics, 21 Aug. 2001. Web. 13 May 2016. <http://jme.bmj.com/content/28/3/143.full>.

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