ReflectionTeaching technology across various grades (Prek-5 grades) and acquiring the SPOC position has allowed me to gain professional experience effectively modeling both classroom management and collaborative learning strategies. I have regularly presented digital tools and resources as professional development to my colleagues both in person and through screencast in order to support and extend learning networks. Due to the bulk of teachers asking for technology resources I created a Google Form to gain a better understanding of what type of resources teachers feel they need. The artifact I provided is a link to theTech Bytes teachers and students sections of my website that I share with colleagues. On these two pages teachers can find management tools like Rubistar as well as web 2.0 tools that students can utilize in their classwork or projects to collaborate.
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ReflectionFor this topic, I also used the Google Form, Professional Development Request, to aid in identifying the technology tools and resources I could provide engaging professional workshops about. Similar to students, adults also have different learning styles. Apart from providing inperson professional development I also created a Resources section on my website to effectively support teachers in their pursuit of optimal student learning. On the Resources tab of the navigation pane at the top teachers can find various how to videos to expand their opportunities and choices in their learning methods.
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ReflectionThe attached document was a collaborative effort, from the Tech Team I am a member of, about assistive technology. As a team we discussed an evaluation method of assistive technology that would support student learning. Although the Department of Education has a system in place for this we wanted to have a say in what we provide for our students, why we choose the specific technology and if the tool was effective. We identified six elements to focus on; student, environment, tasks, options, prioritized selections and implementation plan. In the document the table goes into detail about each element, student strengths, abilities, motivators, needs, and successful strategies are just a few. This guide aids the Tech Team in selecting assistive technologies that support the student's learning.
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ReflectionThis artifact is a collaborative effort from my Tech Team and myself of resources that teachers can implement in our building. The resources range from web based to apps. It is based on a point system according to the needs of our school. We each explored the resource for two weeks, some employed the tools with their classes while others explored on their own and did some research. Each resource was evaluated based on the following criteria: ease of use, cost, content specific, feedback, collaboration, accessible, ready to use resources, self created resources, results, and if student accounts were not neccessary. This system brought us to Fresh Grade, an online resource and app that aids in tracking and sharing student progress. After we evaluated all the resources this file was shared with colleagues who put it to use in their own ways.
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ReflectionAs a cluster teacher I do not continuously communicate with all student families as it is already hard to keep track of students and classes. However, for smaller club meetings such as Girls Rock Science, an after school club I lead, I do communicate through the digital communication tool Remind. Remind is a simple app that teachers can use to communicate and collaborate locally and globally with their students. When parents join the group they have the option to do so via email or phone number. With remind I never have to worry about sharing my personal number as the app does not share this information. I can send text, attach files and even send voice clips to families and students for free! Families or students can retrieve the message from any device all over the world!
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