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Effects of technology in teaching
Effects of technology in teaching
Effects of technology in teaching
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Respond to the following for each of your PGEs: 1. Provide a context of the professional situation that indicates what need you are addressing. Prior to 2011, I used a multiple choice clicker system, exit slips, observations, or asking individual students to share their answers to formatively assess my students during class. The clicker system allowed me to ask only multiple choice questions which limited my assessment methods and what information I could gather. When using exit slips to formatively assess my students, I would often have to wait until the next day to address misconceptions, struggles, and learning gaps because it took time to grade them. Or my students would have to wait as I graded them during class which used valuable class …show more content…
These experiences include webinars, sessions at the state mathematics conference (include years), sessions at T3 International Conference (include years), and a 3 day intensive TI summer workshop. With the Navigator System, a wireless network connected with my students’ TI-Nspire CX handhelds, I have a variety of question types to use to assess my students. In addition to multiple choice questions, I create true/false, agree/disagree, open-ended questions, and a variety of specific mathematical type questions. Using pre-planned questions or spontaneous questions with a blank answer screen, I engage both shy and dominating students by requiring all students to respond. In addition the system allows me to monitor the progress of students by periodically viewing all students’ screens on my computer. This allows me to monitor students to determine who is on the right track, who is struggling, or who is not on task. I immediately see students’ errors allowing me to adapt my instruction; for students who are not on task or who made a small mistake, I send a message to them through the calculator or address them individually in class. When the majority of the class is struggling, I stop the class and interject with additional directions or examples. This allows me to assess all of my students during class providing specific, actionable, and immediate feedback. Consequently, I have observed that my students are more active in class activities increasing student
... a higher level learning in the future, I will teach them the way of making study plans, and self-evaluating skills. Besides, I will improve the skills of monitoring by designing diverse assignments. From my teaching approach, students will think critically through using self-monitoring report and group discussion in class.
Arguably, the most important element in a student’s education is class size and one¬-on-one time with the teacher. Right now, states are spending close to $100 million to reduce class sizes in an effort to increase student achievement (Hancock). Most studies and reports on class size by the U.S. Department of Education were conducted from the mid-1980 and late-1990. These studies are not relevant to technology available to campuses today, and do not reflect the average student’s classroom. With the introduction of certain technology, large class sizes are becoming more student-friendly and based less on lecturing.
After completion of the guided questions and annotations, student will peer assess their answers in debrief circles. Students will be encouraged to respectfully agree or disagree with one another's answers. Once the students have come to a consensus on the answer for that segment, they will rotate and move to the next question for a discussion. They will be actively, using our class laptops, adapting their answers and revising their conclusions.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
Famous American author Mark Twain once said, “I have never let schooling interfere with my education” (The Quotations Page). School is sometimes a difficult place to learn. Teachers can’t be expected to give an individualized lesson to thirty students at once. This task increases in difficulty when not all of the students are behaving or when the students are at different levels of learning. Some schools, however, are attempting to make learning easier on both students and teachers. The methods of tracking and ability grouping are revolutionizing the way teachers teach and students learn.
Additional anecdotal notes recorded by the teacher and a checklist, Appendix F will be used to track students’ progress, motivation, and engagement as they interact and participate in the lesson
to do his or her homework; but often times, the student forgets how to do the problems taught in
Many students are at different levels of their education. Some students retain information better than their classmates. This method of learning has given the students that are struggling the opportunity to spend time on material they are struggling on. Also, this gives students the ability
Correcting a particular behavior of one student should be a positive example in correcting the behavior for the rest of the students. When given work, teachers should establish routines and give concise directions to make transitions effective. Jacob Kounin’s theory can be implemented in my classroom by being aware of all of my students
Learners’ satisfaction and results of the project are shown through interviews and surveys. Teachers say that the apps were a studying tool and that learners used numbers and phonics more confidently. Insightful results in independent test show good academic results. Results show improved scores.
Research has also explained the importance of holding students accountable for the activities assigned during stations, as well as their behaviors during stations. More often than not, the form of holding students accountable is through an “I Can” list, which are a list of things that students are allowed to do at each particular station. Other research has stated that a vital component of holding students accountable at each station, ensuring they are engaged in the activity and completing it, is a form of tracker. As a result of that, classroom teachers must design an accountability tracker, suitable for their own students, to include in the literacy workstation model, so as to ensure they are completing required activities, and are on
Most student response systems are limited to only multiple choice, true false or short number answers. This, by itself, is a limitation because it does not actually provide the educator with a full picture of what the students have learned. Rather, it shows what the students have learned about particular questions the instructor has asked, and in some cases the students can guess and still get an answer correct. Some students may comprehend certain types of questions better than others. Many of the limitations to studying clickers in the classroom are out of the control of the researchers. The next chapter will focus on a review of the literature surrounding the effectiveness of student response systems.
Kelly Uriacer reflects that “Technology has improved many aspects in our lives.” She goes on to ponder, “Therefore it’s natural to wonder: Can technology be used to improve a student’s math skills and close achievement gaps?” In this section of the blog, a number of critical points were made about using technology in teaching and learning mathematics in the 21st Century. Important concepts addressed include technology use endorsements by a prominent math organization and an educator, what current research indicates, the need for teacher preparation, and a brief look inside classrooms.
This active learning allows students to bring abstract concepts more real-world to the students’ and allows a deeper understanding of mathematical concepts. Some great ways to utilize instructional technology in the classroom includes: creating own tutorials, creating video problems, taking real-world video to solving mathematical problems, playing games to learn and practice a variety of concepts, using virtual manipulatives and interactive diagrams to understand concepts, mathematical art, etc. (The Reflective Educator, n.d.). Some additional uses of instructional technology includes: tracking students work and answers, enhancing lessons with virtual manipulatives, providing online activities and online assessments based on math standards, and creating differentiate lessons based on students’ tracked answers (Moss,
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...