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My name is Nicole and I am a dedicated educator in my fourth year of teaching kindergarten in New Jersey, having previously taught 2nd and 3rd grades for two years. My passion for early childhood education drives me to create a nurturing and engaging learning environment for my students. Outside the classroom, I cherish time spent traveling, exploring new places, and enjoying quality moments with my family and beloved dog. This balance of professional dedication and personal fulfillment fuels my enthusiasm for teaching and enriching the lives of young learners.

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Raz-Kids is an interactive online platform designed to enhance reading skills for students from kindergarten through 5th grade. It offers a vast library of leveled eBooks and quizzes, allowing students to read at their own pace, listen to books, and take comprehension tests, fostering independent reading and literacy development.

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A school district's website serves as a central hub for communication, providing essential information to students, parents, staff, and the community. It offers access to resources, updates on district events, policies, and academic programs, and facilitates engagement through announcements, calendars, and contact information, ensuring transparency and connectivity.

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Ridgefield Public Schools NJ is located in Ridgefield, NJ.

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ClassDojo is a communication platform that connects teachers, students, and parents to enhance classroom engagement. It allows teachers to share updates, track student behavior, and encourage positive habits. Parents can stay informed about their child's progress and participate in the learning process, fostering a supportive and collaborative school environment.

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Scholastic Let's Find Out magazines for kindergarteners introduce young learners to the world around them through engaging, age-appropriate content. Each issue combines colorful visuals with simple text to explore topics like science, social studies, and current events, fostering curiosity and early reading skills while making learning fun and interactive.

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Subscribers receive access to the website and print magazine.

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I thoroughly enjoyed working on a Scratch project, where I got to explore creativity and coding. Designing interactive stories and animations was both fun and rewarding. It was exciting to see my ideas come to life, and the hands-on experience helped me better understand the fundamentals of programming in an engaging way.

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For the remix, I changed the background to an ocean theme and I changed the ball to a fish as well as the paddle to a line. For my game the fish will not stop moving if it hits a certain spot, so you have a chance to keep playing as long as you want. When you hit the red line an ocean sound begins, everytime you hit the line the ocean sound begins.

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I created a podcast about traveling, where I share stories and insights from my adventures around the world. This episode explores unique destinations, cultural experiences, and practical advice for fellow travelers. It’s a platform for inspiring others to explore new places and make the most of their journeys.

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Lesson Plan: Kindergarten ELA

NJ Learning Standards

RL.K.1: With prompting and support, ask and answer questions about key details in a text.

RF.K.3:Know and apply grade-level phonics and word analysis skills in decoding words.

SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Correlation to Universal Design for Learning (UDL) Standards

Representation (UDL 1.1): Provide multiple means of representation by using digital storybooks and interactive whiteboards.

Action and Expression (UDL 4.1): Encourage students to express what they’ve learned through drawing and digital storytelling.

Engagement (UDL 7.2): Enhance engagement through interactive and visually appealing technology tools.

Materials/Equipment

- Interactive whiteboard or projector

- Digital storybook (e.g., "The Very Hungry Caterpillar" by Eric Carle)

- Tablets with drawing apps (e.g., ABCmouse or Kids Doodle)

- Headphones

- Digital storytelling app (e.g., Toontastic or StoryJumper)

- Flashcards with sight words

Instructional Objectives

- Students will be able to identify key details in a story with the help of a digital storybook.

- Students will demonstrate understanding of phonics through interactive sight word games.

- Students will create a visual representation of a story’s key details using a digital drawing app.

Lesson Introduction (10 minutes)

1. Warm-Up: Begin by discussing the concept of storytelling. Ask students what they know about stories and their favorite storybooks.

2. Introduction of Technology: Explain that today, they will use technology to explore a story in a new way. Show the digital storybook on the interactive whiteboard.

Activity (30 minutes)

1. Reading Activity:

- Digital Storybook: Play the digital storybook “The Very Hungry Caterpillar” on the interactive whiteboard. Pause to ask questions about key details, encouraging students to use context clues.

- Interactive Discussion: Use the interactive whiteboard to highlight key words and images. Encourage students to come up and interact with the board.

2. Phonics Practice:

- Sight Word Game: Use flashcards with sight words. Students will take turns selecting words and matching them to images on the interactive whiteboard.

- Tablet Activity: Students will use tablets to practice sight words through an interactive app, reinforcing phonics skills.

3. Creative Expression:

- Digital Drawing: On their tablets, students will draw their favorite part of “The Very Hungry Caterpillar” using a drawing app.

- Storytelling: Using the digital storytelling app, students will record a short narrative about their drawing, describing what they created and why.

Assessment (10 minutes)

- Interactive Whiteboard Review: As a class, review the drawings and stories created by the students. Discuss the key details of the story and how they were represented in the drawings.

- Sight Word Check: Conduct a quick sight word assessment by asking students to identify words from the flashcards.

Reflection:

The purpose of this lesson is to integrate technology into early literacy learning, making the experience more engaging and interactive for kindergarten students. By using digital storybooks and drawing apps, students are exposed to multiple forms of representation, which aligns with UDL principles and caters to diverse learning styles. The use of technology not only enhances traditional storytelling but also allows students to express their understanding creatively through digital means. This approach helps in developing foundational skills like phonics, comprehension, and expressive language in a fun and engaging manner. Moreover, incorporating technology into ELA instruction prepares students for the digital world, making them comfortable with tools that they will encounter throughout their educational journey. This lesson emphasizes the importance of balancing traditional literacy instruction with modern technological tools, ensuring that students gain a well-rounded educational experience that meets both academic standards and real-world needs.

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Discussion 2: Write your own four-sentence definition of educational technology.

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Discussion 2: Write your own four-sentence definition of educational technology.

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Educational technology encompasses the design, development, utilization, management, and evaluation of instructional processes and resources to enhance learning efficiency and effectiveness. It integrates both human and non-human resources, creating research in human learning and communication to create and apply instructional methods. This field includes a wide range of techniques and media, aiming to address and solve educational challenges through creative solutions. Ultimately, educational technology seeks to optimize the learning experience, enabling learners to reach their full potential through carefully crafted educational environments and tools.

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Discussion 4: Please describe a clear example of Substitution, Augmentation, Modification, or Redefinition.

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Discussion 4: Please describe a clear example of Substitution, Augmentation, Modification, or Redefinition.

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The SAMR model categorizes four levels of technology integration in education: Substitution, Augmentation, Modification, and Redefinition. This model helps educators assess and elevate their use of technology, aiming to enhance learning experiences, foster creativity, and improve student outcomes by progressively integrating more advanced and transformative technological applications.

Substitution

Example: A teacher replaces a traditional paper-based worksheet with a digital PDF version that students complete on their tablets. The core task remains the same, but the medium changes from paper to digital.

Augmentation

Example: A teacher uses Google Docs instead of a paper notebook for students to write essays. In addition to typing their essays, students can use built-in spell check and grammar tools, which enhance the task by making it easier to correct mistakes and improve their writing.

Modification

Example: A teacher uses a collaborative platform like Google Classroom to assign and review group projects. Students can collaborate in real-time, share resources, and receive immediate feedback from peers and the teacher, fundamentally changing how the task is completed and allowing for greater interaction and teamwork.

Redefinition

Example: A teacher assigns a project where students create multimedia presentations using tools like Prezi or Canva, and then share their projects via a blog or a virtual classroom platform. Students can include videos, animations, and interactive elements that would be impossible with traditional methods. They also interact with a global audience, receiving feedback from people outside their classroom, which completely transforms the learning experience and outcomes.

These examples illustrate how educational technology can enhance and transform learning activities at different levels of the SAMR model.

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Discussion 6: ChatGPT; Give ChatGPT a task that could be useful to an educator (e.g. create and IEP for a student with particular needs, create reading content at different Lexile reading levels, ask it to create a rubric for a specific assignment).

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Discussion 6: ChatGPT; Give ChatGPT a task that could be useful to an educator (e.g. create and IEP for a student with particular needs, create reading content at different Lexile reading levels, ask it to create a rubric for a specific assignment).

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Task: Create a lesson plan to teach Kindergarteners a phonics lesson on the letter "M"

Phonics Lesson Plan: Learning the Letter "M" for Kindergarteners

Objective: Students will recognize, identify, and pronounce the letter "M" and its sound. They will also practice writing the letter "M" and identifying words that begin with the letter "M."

Lesson Steps:

1. Introduction (5 minutes):

- Begin with a brief discussion about the alphabet. Show the alphabet chart and point out the letter "M."

- Introduce the letter "M" by showing the flashcard and emphasizing the sound /m/.

- Ask students if they can think of any words that start with the letter "M."

2. Direct Instruction (10 minutes):

- Show pictures and flashcards of objects that start with "M" (e.g., mouse, monkey, moon, milk) and say the words out loud, emphasizing the /m/ sound.

- Write the letter "M" on the whiteboard, both uppercase and lowercase. Demonstrate how to write the letter "M" and ask students to practice in the air with their fingers.

- Read an "M" themed storybook like "If You Give a Moose a Muffin." Emphasize the /m/ sounds as you read.

3. Guided Practice (10 minutes):

- Distribute worksheets with letter "M" tracing and coloring activities. Guide students as they trace and color the letter "M."

- Conduct a "find the letter M" activity using magazines or printed images. Have students cut out pictures of objects that start with "M" and glue them onto construction paper to create an "M" collage.

4. Independent Practice (3 minutes):

- Allow students to practice writing the letter "M" on their own using individual whiteboards or paper.

5. Review and Closing (2 minutes):

- Gather students and review the letter "M" and the /m/ sound.

- Ask students to share one word that starts with the letter "M."

- Optionally, reward students with a small treat like M&Ms for their participation and effort.

6. Extension Activities (if time allows or for future lessons):

- Play a game of "I Spy" with objects in the classroom that start with the letter "M."

- Create a letter "M" art project, such as decorating a large cutout of the letter "M" with various materials.

Assessment:

- Observe students' participation during the lesson and their ability to identify and pronounce the letter "M."

- Review students' worksheets and "M" collages to assess their understanding and fine motor skills.

Homework:

- Send home a practice sheet with the letter "M" for students to trace and color.

- Encourage parents to help their children find objects at home that start with the letter "M" and create a list to bring back to class.

Reflection:

- After the lesson, reflect on what went well and what could be improved. Note any students who may need additional support with letter recognition and sounds.

Reflection: ChatGPT performed effectively in creating a comprehensive and engaging phonics lesson for kindergarteners on the letter "M." The lesson plan was well-structured, including a clear objective, a variety of activities, and appropriate materials to ensure students' active participation and understanding. The inclusion of storytelling, tracing, and a hands-on collage activity catered to different learning styles, promoting both cognitive and motor skills. The plan’s detail in transitioning between activities ensured a smooth flow, making it easy for educators to follow. The suggestion to use a storybook like "If You Give a Moose a Muffin" was an excellent way to contextualize learning and make it enjoyable. Additionally, the inclusion of assessment and extension activities demonstrated foresight in accommodating diverse learner needs. Overall, ChatGPT's ability to generate a thoughtful and practical lesson plan was impressive. However, it could improve by suggesting more kinesthetic activities to further enhance engagement and learning retention.

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Discussion 7: Multimedia and Learning Styles

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Discussion 7: Multimedia and Learning Styles

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The connection among learning styles, media, and teaching and learning is integral to creating effective educational experiences. Learning styles refer to the various ways individuals absorb, process, and retain information, such as visual, auditory, and kinesthetic modalities. Recognizing these styles allows educators to tailor their teaching methods to meet diverse student needs.

Media plays a crucial role in addressing these learning styles. For example, visual learners benefit from videos, infographics, and diagrams, while auditory learners gain more from podcasts, lectures, and discussions. Kinesthetic learners, on the other hand, thrive through hands-on activities and interactive simulations. The integration of different media types can thus enhance the learning experience by catering to these varied preferences.

Effective teaching requires a strategic combination of learning styles and media. By incorporating multimedia resources, educators can create a more inclusive and engaging learning environment. This approach not only accommodates different learning preferences but also helps in maintaining student interest and motivation. Additionally, using diverse media can aid in the reinforcement of concepts, providing multiple avenues for understanding and retention.

Research supports that a multimodal approach, which aligns teaching methods with students' learning styles and utilizes various media, leads to improved academic outcomes and a deeper comprehension of material. Therefore, integrating learning styles with appropriate media is essential for optimizing teaching and learning processes.

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Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness? (2.1)

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Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness? (2.1)

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To set professional learning goals, I would first identify specific pedagogical approaches enhanced by technology, such as blended learning or gamification. I would then set measurable objectives, like integrating a new tech tool into lessons or attending workshops on digital education. Regularly reflecting on these practices through student feedback, self-assessment, and collaboration with colleagues would help assess their effectiveness, allowing for adjustments and ensuring continuous improvement in my teaching strategies.

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Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs? (2.5)

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Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs? (2.5)

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To use technology effectively, I would incorporate tools like adaptive learning software and interactive platforms that tailor content to individual student needs. By leveraging digital resources, I can create personalized learning paths, allowing students to work at their own pace and level. This approach fosters independent learning while accommodating diverse learning styles and needs. Additionally, I would continuously monitor progress, using data analytics to make necessary adjustments and provide targeted support where needed.

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Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings? (2.6)

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Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings? (2.6)

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To foster a culture of ownership, I would encourage students to set their own learning goals and reflect on their progress regularly. In independent settings, I would provide tools and resources for self-assessment and goal tracking. In group settings, I would facilitate collaborative goal-setting and peer feedback. By involving students in the decision-making process and celebrating their achievements, I would promote a sense of responsibility and motivation for their learning outcomes.

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Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field? (2.6)

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Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field? (2.6)

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To manage technology and student learning strategies effectively, I would implement structured plans for integrating digital tools and platforms, ensuring they align with learning objectives. In virtual environments and makerspaces, I would set clear guidelines and provide support to maximize engagement and productivity. I’d also offer training on digital tools and strategies, monitor student progress, and adjust approaches as needed to address challenges and enhance learning experiences across various settings.

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Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems? (2.6)

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Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems? (2.6)

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To create learning opportunities that emphasize design processes and computational thinking, I would incorporate project-based assignments where students identify problems, brainstorm solutions, and develop prototypes. By integrating tools like coding software and design apps, students can apply computational thinking to refine their ideas. I would guide them through iterative testing and problem-solving, encouraging creativity and critical thinking. This approach fosters innovation and equips students with skills to tackle real-world challenges effectively.

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Model and nurture creativity and creative expression to communicate ideas, knowledge or connections? (2.6)

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Model and nurture creativity and creative expression to communicate ideas, knowledge or connections? (2.6)

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To model and nurture creativity, I would integrate diverse tools and methods for students to express their ideas. This includes using multimedia presentations, storytelling, and artistic projects to communicate knowledge. By demonstrating creative processes and encouraging experimentation, I would support students in exploring and developing their own unique expressions. Providing constructive feedback and celebrating their creative efforts fosters an environment where students feel confident in sharing their ideas and making meaningful connections.

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Use technology to collaborate with peers and students? (2.4)

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Use technology to collaborate with peers and students? (2.4)

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To use technology for collaboration, I would leverage tools like video conferencing, shared documents, and collaborative platforms to facilitate communication and teamwork. For peer collaboration, I’d use digital workspaces to co-create and share resources. With students, I’d implement interactive tools and online forums for group projects and discussions. Regularly incorporating these technologies helps streamline collaboration, promotes active engagement, and ensures seamless interaction between all participants, enhancing the learning experience.

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Ensure that good digital citizens and contribute responsibility to the digital world? (2.3)

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Ensure that good digital citizens and contribute responsibility to the digital world? (2.3)

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To ensure students become good digital citizens, I would incorporate lessons on online safety, ethics, and responsible behavior. This includes teaching about privacy, digital footprint, and respectful communication. I would model these practices by using technology responsibly and encouraging students to reflect on their online actions. By fostering discussions on the impact of digital behavior and providing guidance on ethical use, I help students understand their role in contributing positively to the digital world.

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Use data to inform the use of educational technology? (2.7)

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Use data to inform the use of educational technology? (2.7)

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To use data effectively, I would analyze student performance metrics and engagement levels with educational technology. This involves collecting data through assessments, usage reports, and feedback. By identifying trends and areas for improvement, I can adjust technology integration strategies to better meet students' needs. Regularly reviewing this data allows me to make informed decisions, ensuring that the technology enhances learning outcomes and supports personalized instruction effectively.

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Be a leader in the field of education or educational technology? (2.2)

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Be a leader in the field of education or educational technology? (2.2)

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To be a leader in education or educational technology, I would stay current with emerging trends and innovations by attending conferences and participating in professional development. I would share insights and best practices with colleagues through workshops, publications, or mentoring. By advocating for effective technology integration and fostering a collaborative environment, I would inspire and guide others to embrace and leverage technology to enhance teaching and learning, driving positive change in the field.