# data[].attributes.headline
Digital technologies can support learners in meeting goals in a number of different contexts such as the education system, workplaces, and independent studies. According to "How People Learn II: Learners, Contexts, and Cultures"...

# data[].attributes.subject
Digital technologies can support learners in meeting goals in a number of different contexts such as the education system, workplaces, and independent studies. According to "How People Learn II: Learners, Contexts, and Cultures"...

# data[].attributes.body
~School: A first grade teacher used repetitive drill practices to help her students learn mathematical operations. The teacher, after working with her students for some time, realized her students were disengaged and couldn't retain the information in operations. Using digital workbooks, the teacher engaged her students in a program that allows the students to learn operations in the form of a game, which was very successful.

~Workplace: A software is used as learning models to train workers of an aircraft repair shop after the manager notices errors made in the workers performance. This learning model trains the workers to read and memorize the course of action when troubleshooting for repairs in their aircraft. The software not only models the correct course of action, but also provides simulations and individualized instruction to ensure the understanding of each worker.

~Independent studies: A man is able to use self-regulated learning through online courses he's taking. Prior to taking the online courses, the man is bankrupt due to a failed business, to which he enrolls in online courses for agriculture and statistics-earning a certification, and becomes a lead role in his field of study.

# data[].attributes.headline
Other ways technologies can be included...

# data[].attributes.subject
Other ways technologies can be included...

# data[].attributes.body
1. Incorporating real-world problem solving skills into the classroom through simulations.

2. Scaffolding students learning in step by step program and applications.

3. Providing students and teachers with more feedback, reflection, and revision by using AI.

4. Building local and global communities through online chat logs or social media.

5. Expanding opportunities for teachers learning through videos and blog channels that provide research and instruction for classroom and lesson tips.

# data[].attributes.body
Interactivity calls on the ability for technology to be in constant reaction to the person using it. In other words, technology has the intelligence of what response to put out dependent on the input it receives from the user. An example of this would be learners using Chat GPT, Virtual gaming worlds, or simulations in which the user does an action, and AI provides a response dependent of that action. Some examples of non interactive technologies include, reading a book, listening to an audiotape, watching a movie, and listening to music because these are all stagnate ways in which we use technology which does not require a new response.

# data[].attributes.body
Adaptivity in technology calls on the ability for technology to adapt to the knowledge, behavior, characteristics, and skills of the user/ learner based on the information and way in which they use a program. This ability allows for the technology to understand the users decision making strategies and subjectivity to selectivity. For example, there are many programs that test prep students based on their level of ability. The question ranges are dependent on the students skills and knowledge and will continue to provide questions within the students range of difficulty.

# data[].attributes.body
Feedback refers to the Technologies ability to provide feedback to the user through a study of the learners performance. Considering the example provided previously, if a student is answering questions that are within their range of difficulty correctly, the technology can respond to the quality of time used to answer a question, and the quality of the answer in comparison to other students. In the case of the answer being wrong, the technology can provide feedback as to why the answer was wrong and how the student presumably derived at their answer.

# data[].attributes.body
Choice is in relation to technology giving students/ users the option in what they prefer to learn and how they would like to learn in the case of regulating their own learning. Students learn more when provided more choice in exploring a topic and finding how it can be relevant to them, as opposed to limited findings and more explicit narrow instruction that pushes one single response/ answer.

# data[].attributes.body
Non linear access relates to the deviation of a linear order of events in the activities learners receive. In other words, many programs have the option to be a single standard way that puts out a one response to its learners, while others are more personalized and adaptive, creating a non linear access for learners.

# data[].attributes.body
Linked representations references the ability for technology to represent information in a number of different formats to users who could use a more diverse way of obtaining information. For example, technology could link photos, videos, quotes, simulations, diagrams, strategies, all of which highlight the topic the user is learning.

# data[].attributes.body
Open- ended input refers to the users ability to express their understanding in multiple forms and languages through technology. Users could use multiple languages, images, and phrasing to convey and participate in active learning. An example of this could be using google translate, or even google reverse images.

# data[].attributes.body
Communication with other people is just that! the ability to speak to people from around the world through their technological devices. "How People Learn II: Learners, Contexts, and Cultures" notes, "the communication may include text-based computer-mediated communication, multimedia computer-mediated communication, computer-supported collaborative learning, conversational agents, tutors on demand, and crowd sourcing", all of which are sources that can be used to gain more information.

# data[].attributes.body
people learn better when free of distracting and irrelevant words, pictures, and sounds.

# data[].attributes.body
learning is more efficient when programs have cues that highlight the organization of essential material/ information (ex. headings, subheadings, charts, etc.)

# data[].attributes.body
learning is more efficient when images that reflect information are nearby the information than away from it.

# data[].attributes.body
people learn better when corresponding words and pictures are presented at the same time.

# data[].attributes.body
people learn better from a multimedia lesson that is presented in user-placed sections rather than as a full unit.

# data[].attributes.body
people learn better from a multimedia lesson where they know the names and characters of the concepts being taught a.k.a, build prior knowledge for students.

# data[].attributes.body
Retaining knowledge is best done when interacting with it in a variety of contexts on a time schedule that is repeated and long lasting. Interactivity and feedback are helpful in supporting this type of learning. Considering the students ability to manipulate their approach to solving a problem (interactivity), the student is more likely to retain the information in response to their problem solving because they were able to use their own unique critical thinking. Many learners can lose interest and motivation to learn when the information is repetitive instead of given the opportunity to use interactive and adaptive technology to problem solve. Furthermore, formats that provide feedback allow the learner to reflect and digest how they derived at their answer which further enhances their understanding and retaining of the information. A effective way to use technology to hit these targets is creating classroom online educational games that allow the students to be interactive, and view feedback by having scoreboards.

# data[].attributes.headline
Learning Through Deeper Learning with Models:

# data[].attributes.subject
Learning Through Deeper Learning with Models:

# data[].attributes.body
Deeper learning requires a learner to understand and apply higher order thinking skills, reasoning, and transfer of knowledge to complex problems. Linked representation, open-ended learner input, interactivity, feedback and adaptivity are all important technology affordances for this particular learning method. Technology can be used to represent how something is completed in multiple different formats which help different learners understand the information presented to them. AI for example is a program that can represent a model based on the users prior knowledge, skills, and language capacity, as well as present images and sounds that are familiar to the user to present new knowledge, A technological way to diversify learning.

# data[].attributes.headline
Learning through Collaborative and Cooperative Learning:

# data[].attributes.subject
Learning through Collaborative and Cooperative Learning:

# data[].attributes.body
Collaborative and cooperative learning highlights the skills, knowledge, and abilities of individuals working together in a group to problem solve. Each action and individual is dependent of one another, but make up a key component of the group individually. This means each group member must carry their own weight and work separately to then come together to make a whole. Technologies have promoted collaborative and cooperative learning by

1. Allowing for live shareable modifications of documents. adding, editing, or deleting content on online shared documents (ex. google docs, canva, google slides)

2. Allowing for free voice and video calls for meetings, as well as free messaging services (ex. zoom and whatsapp)

3. Allowing for easy access of sharing and storing electronic documents on cloud based programs (ex. google drive)

4. Allowing for free participatory social media (ex. instagram, tiktok, facebook, twitter etc.).

# data[].attributes.body
"How People Learn II: Learners, Contexts, and Cultures" Highlights how technology has developed to train learners in acquiring metacognitive and self-regulated learning strategies. Two programs in particular named, "Metatutor" and "iDrive" are responsible for improving self regulated learning.

1. Metatutor: uses conversational agents to train students how to use effective learning strategies such as taking notes, drawing tables and diagrams, rereading, and making inferences. Although Metatutor focuses solely on Biology, these are all self-regulated learning skills that can be used in other subjects and fields.

2. iDrive: uses computer agents to model student and teacher conversations using deep thinking and reasoning skills. iDrive is a program that focuses on STEM, however, these higher order thinking skills and practices are great strategies for self-regulated learning.

# data[].attributes.headline
Linking informal and formal learning to improve learners' outcomes have all been about making learning accessible.

# data[].attributes.subject
Linking informal and formal learning to improve learners' outcomes have all been about making learning accessible.

# data[].attributes.body
1. Extending time for academic learning by giving students free WIFI on school busses so students can do homework on their way to school.

2. Web based homework allows for students to use adaptive practice outside of the classroom.

3. Giving students pre-material to look over as homework as an intro to the following lesson. This can be done through online videos, which saves time for more hands on learning during class.

4. Online study groups and groupchats have helped college students connect with one another to understand concepts and material from their peers outside of school hours.

5. Afterschool clubs, organizations, museums, and art programs all combine learning with technology and entertainment.

# data[].attributes.headline
Teachers use technology on a variety of levels to coordinate and organize instruction and pedagogy.

# data[].attributes.subject
Teachers use technology on a variety of levels to coordinate and organize instruction and pedagogy.

# data[].attributes.body
1. Basic level: Teachers use technology to present information (ex. through powerpoints), or use technology to engage with their interests (ex. using laptops to complete work on days for more fun activities to keep the students attention).

2. Second level: Students can use technology to support their differentiated learning (ex. using a laptop or tablet while some students use pen and paper to complete work).

3. Third level: Students are able to collaborate with peers outside of the classroom to complete assignments (ex. working on a blog post after school, or using shared docs).

# data[].attributes.body
Considering the "Feedback" features described earlier, Technologies have the ability to provide feedback to the user through a study of the learners performance. Technology can provide much faster feedback than the average person, with programs like, Grammarly, Word, and google features provide instantaneous feedback that corrects spelling, syntax, and punctuation errors. Furthermore, programs have even been able to detect plagiarism.

Automated writing assessments have been used to help breakdown and understand students writing beyond surface level. Considering the coherence of statements, thesis statements, supporting statements, conclusions, and model good writing strategies.

# data[].attributes.body
-Digital dashboards: Allows students to monitor their progress via the learning environment through analyzing their performance on lessons. Educators can use this tool in classroom management systems (ex. Blackboard, which allows educators to analyze how students perform on each lesson, which students need help, grades, percentage of lessons completed, and how often students need help.).

-Distance learning: This learning is planned and outside of the classroom. It supports synchronous and asynchronous communication between teachers and students. Considering online learning like Zoom or google classroom meetings for classes during covid, without these programs, learning during the pandemic would have been even more difficult. Some feature of distance learning include, chat rooms, recorded meetings, live meetings, or posted assignments to be completed.

-Online learning can also be a distraction, for example, E-book developers. highlight making information available in side boxes or links, which can interrupt reading.

# data[].attributes.body
For my lesson, my students will be learning about the main components of a story: plot, characters, setting, conflict, and theme prior to the activity. My students will understand that each one of these components are what make up every story and each component is essential in creating a complete story. My activity will encourage free creative writing that encourages students to work together to make random components that otherwise wouldn't be cohesive, cohesive. In this activity students will explore how to use Chat GPT for creative purposes to their advantage when brainstorming ideas for a future independent assignment (writing a prose). Students will be broken into groups of 5 and each given a story component (plot, characters, setting, conflict, and theme) where they will ask Chat GPT to create a random component. Once they have each received a random prompt from their component, the group is tasked with making the random components work together to make an interesting and cohesive short story.