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What's collaborative technology all about?

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What's collaborative technology all about?

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According to Domalewska (2014), technology is most effective when it allow  users to go beyond being passive recipients of information, and supports them in becoming active and interconnected in the process of receiving, digesting and evaluating information.

Additionally, while technology-supported learning may seem as an isolated activity, it should be turned into a collaborative task in order to be most effective.

Additionally, the authors stress that learning is most effective when it is a social activity.

Collaborative learning is group-based learning where learners
join their efforts, initiative and work toward a common educational goal.

With this, in order to turn learning into a social activity, it cannot encompass drills and meaningless, repetitive exercises.

Social learning
involves project-based learning where technological devices serve as tools that support learning.

Reference:
International Journal of Education and Development using Information and Communication Technology
(IJEDICT), 2014, Vol. 10, Issue 4, pp. 21-30

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In the article, 30 of the Best Digital Collaboration Tools for Students, the authors explain the way in which living in a very digital world can enhance our instructional practices, especially through collaborative digital technology.

Collaborative digital technology is being used in many schools to support the blended learning model, and depending on how it is implemented, can hinder or enhance learning.

Resource:
https://www.teachthought.com/technology/12-tech-tools-for-student-to-student-digital-collaboration/

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Objective: Students will understand and apply vocabulary to identify different parts of a story’s plot structure.

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I retrieved this lesson plan online (link below), and loved the way in which it utilized technology to enhance and support active learning.

Additionally, I valued and appreciated the way in which the lesson aligned with Common Core Standards in referring to and effectively understanding parts of a story. I also appreciated the way in which the lesson supported active learning.

I felt the lesson could be enhanced and learning could be more deeply supported by integrating a collaborative activity while using a digital tool and resource I obtained in the lesson.

This activity did not guide my lesson, but served as an opportunity within the lesson, for students to engage in guided practice with their peers.

The first change I made, was making the use of The Plot Roller Coaster, editable and used through Google Drive to allow students to engage digitally and collaboratively with this resource.

The next change I made was choosing to place students in groups and assign students different roles in completing the task. This supports Domalewska's (2014), understanding that technology supported learning should support a project-based, social activity.

Next, I used this visual aid to model and support learners in using the graphic organizer appropriately and effectively for a familiar story.

Then, students were asked to achieve one common goal by completing their activity on Google drive using one group technology device. This would allow me to view their work after completed and assess for understanding to guide future instructional decisions.

Finally, after all groups had completed their own Roller Coaster diagram, I facilitated class discussion in which all groups had an opportunity to share their answers, and we completed one final collaborative group diagram.

References:
https://www.teacherspayteachers.com/Store/Oh-So-Simple-Ela

https://docs.google.com/presentation/d/1iP4j7OlM9M_wrYRMSdnvbTqwK6yH0MoOOYZS5y1Zjwo/edit?usp=sharing

https://docs.google.com/presentation/d/1K09x6HQulivv4Ne-yVuRi0rJLLZ1RiNeHvLZjSRZxNQ/edit?usp=sharing

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What changes were made and why? (Audio explanation)

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What changes were made and why? (Audio explanation)

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Considering the blended nature of our upcoming school year, and likely our future teaching practices, I wanted to use a platform that could be used collaboratively by students in the classroom together, or while students are learning in different locations.

In the article, 30 of the Best Digital Collaboration Tools for Students, the authors list Google Drive as a resource that can be integrated into a lesson to support students in collaborating on multimedia projects, sharing files, and collaborating on documents.

SO, that is exactly what I used it for!
Resource:
https://www.teachthought.com/technology/12-tech-tools-for-student-to-student-digital-collaboration/