Learning Activity 7: Technological Tool Web
Instructions:
This learning activity will require you to experiment with using a Google tool. Please sign-up for a free Google account, if you do not already have one. Once you have created an account, explore the Google tools (e.g., Google Docs/Google Drawing). Select one to use to create your own Technological Tool Web. This web should include one or two technological tools covered this week in the lesson, etc. You will use the Google tool to expand on one or two of our favorite tools. You will need to create a web/ graphic organizer showing the possible applications of your selected tool(s) within and across subject areas, as applicable to your educational setting.
Your Technological Tool Web should include at least one or two tools from this week’s lesson. It should include at least four applications of the tool(s) in total. Along with applications, include the pertinent state or national standard(s), if you are a K-12 educator. Consider using colors, shapes, or other visual elements to enhance your web. Most important, this web should relate to your Pre-Plan for Personalized Learning, which you have been developing over the last few weeks.
Technological Tool Web Grading Criteria
Criterion
Percentage
Create a Technological Tool Web using a Google tool
20
Include at least one or two technology tools from this week’s lesson/module and at least four application examples, in total, within or across subject areas. Technological tools and application ideas are rational and align with the Pre-Plan for Personalized Learning
25
Technological tool applications are explicitly listed and connected to state or national standards. The standards are clearly stated and referenced according to APA style.
25
Document follows APA style and in-text references/citations accordingly
20
Document includes visual elements (e.g, color font, shapes, arrows) and is submitted on time
10
TOTAL
100%
INFORMATION:
Technological Tools
A rationale based in theory, research, and federal policy provides compelling points for developing broad and deep understanding of the possibilities for technological tools in learning environments. Manzo (2010) added that teachers know a classroom of more than twenty students can include a range of “vastly different skill levels and learning styles” (para. 1) and that the latest technology tools can “ease the challenges of differentiating instruction more creatively and effectively” (para. 2). So, what are specific innovative technology options beyond the few explored so far in the course and in this week’s module? It is important to take time to consider technological tool options, their possibilities, and related benefits and challenges. Analyze the following examples…this is the time to explore and think about how these tools may be adapted for younger or older learners in different instructional settings. Be creative with how you apply them.
Digital Moviemaking: Visit the Education Week web article by Ash (2008) entitled Student Moviemakers: Digital Filmmaking Moves into K-12 Art Classrooms
Digital Tools: Visit the blog titled Digital Tools for Teachers: Strategies to Help Create Fun and Engaging Learning for the 21st Century Learner. This blog includes descriptions and links for the following tools:
Glass Giant, which provides links for making custom pictures for Facebook, Bebo, etc. Think about creating book covers
Create Interactive Multimodal Content (e.g., use Audacity), which permits combining of text, images, and sound. The blog suggests creating talking maps and timelines, vocal flashcards, attaching descriptive speech to images or diagrams, describing words in a tag cloud, discussing aspects of artwork, and using sound to assist with learning languages. Think of the possibilities for language scaffolding, vocabulary building, and assisting those who are English Language Learners (ELLs)!
Create an eBook (e.g., there are various pathways. See https://www.bookwidgets.com/blog/2018/11/how-to-create-an-ebook-for-school-and-make-it-interactive). The blog suggests using this tool so students can conduct research, create books, engage in storytelling, create a portfolio of work, etc. by adding text, images, and flash animation.
Tutoring Tool: West (2011) refers to research conducted in relation to tutoring tools. Visit a free online tutor, tutor.com, to consider ways students can received specialized virtual assistance across specific content areas.
ePals: West (2011) references interactive possibilities through ePals. Visit ePals Projects for Classroom Collaboration at https://www.epals.com/#/connections , where you can find global projects to explore by connecting with other classrooms. Topics pertain to mostly social studies and science topics, but address other subjects. Such collaborations provide authentic and meaningful experiences for learners. Connecting virtually permit collaborations among same-level learners if needed.
Real-time Assessment/ Feedback Tools: Rubenstein (2010) and West (2011) describe how teachers can use remote-response systems (clickers) that allow students to enter answers to practice questions for immediate teacher feedback. Visit the full article and view the videos for other ideas at Edutopia. This is Rubenstein’s (2010) web article titled Ten Tips for Personalized Learning via Technology.
Google Apps and Tools: Explore the myriad of Google possibilities at the Bloomin’ Google website at Bloomin’ Apps. Apps and tools are organized according to Bloom’s revised taxonomy.
