https://padlet.com/m_poland103/22uq3h4dpd2e EDEL 529 en-us 2017-02-04 17:30:58 UTC 2017-05-17 01:41:59 UTC hello@padlet.com m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616643 I wonder if students with movement needs are able to met through online learning/technology.

What I learned:
Yes, my kinesthetic learners are able to stay engaged. They especially like Kahoot, which requires them to answer quickly. Ormrod (2011) recommends teaching to multiple intelligences. Websites like Kahoot implement elements of kinesthetic, visual, and auditory. ]]> 2017-02-04 17:33:21 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616643 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616704 My school uses iReady. I wonder what long-term achievements my students will obtain through this program.

What I learned:

My students have tracked their online progress in both ELA and Math. I believe that the personal tracking has helped motivate students. Progress has varied from students improving a 1/4 of a grade level to 1 grade levels. Overall, iReady has motivated students to learn and engage with text daily. ]]> 2017-02-04 17:34:32 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616704 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616744 I wonder how to decrease students who speed through online lessons and assessments by "click click clicking". I've shown my students their low results due to speed clicking and it has been successful with most. I wonder what other strategies educators use to have students slow down and read online content before choosing an answer.

What I learned:
Online assessment needs to purposeful for students. Clear expectations and praise encourages students to try their best on online assessments. I also learned how to implement TTST on popular assessments such as STAR Reading and Math. ]]> 2017-02-04 17:35:22 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616744 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616984 I wonder what the long-term effects of speech to text are on students who use this application.
Several of my students have a lot more that they know that can't be written due to such low writing levels. Does using speech to text limit them in the future or provide them a means to adjust to a world full of writing on cellphones/computers/etc?

What I learned:
Our case study focused on TTST for students with a learning disability. I learned TTST worked best for students who were significantly delayed in reading. TTST is impactful because it teaches to both auditory and visual modalities. Our case study did not study the long term effects of TTST, but I have personal goals to track the long term effects next year in my classroom. ]]> 2017-02-04 17:39:59 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151616984 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151617083 I wonder how best to increase the amount of collaborative learning related to technology in my classroom ]]> 2017-02-04 17:41:43 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151617083 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151617509 I wonder how best to incorporate blended learning into my classroom. I am beginning to incorporate new stations with technology and I am wondering what is the best time limit for my stations (20 min or by days). Also, what other useful strategies are good for blended learning?

What I learned:
Through trial and error, I now do 40 minute stations. One group works on computers while small group instruction takes place. Stations switch per day. For blended learning, I've learned that procedures need to be simple yet effective. Procedures should be practiced daily to create a routine that all students can master. ]]> 2017-02-04 17:49:33 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151617509 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151618022 I wonder how best can I meet my students with disabilities needs using technology?

What I learned:
I studied the topic of accommodations with quite depth this semester. Two technology-based accommodations are Text to Speech Technology (TTST) and Computer-based graphic organizers. For TTST, literature supports TTST to increase reading comprehension and fluency while creating motivation for students to learn. Literature supports that computer-based graphic organizers help students write lengthier and higher quality compositions while increasing their motivation to write. I have utilized both in my class after starting EDEL 529. My students really enjoy computer-based graphic organizers. They write much better when they can visualize their writing. When we were completing pencil-paper graphic organizers, I noticed they struggled to come up with their own ideas. When using the computer-based graphic organizers, I noticed students plan more independently. I believe it is because they are motivated by the computers. ]]> 2017-02-04 17:58:59 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151618022 m_poland103 https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151618301 I wonder how best to start implementing these in my classroom. ]]> 2017-02-04 18:03:28 UTC https://padlet.com/m_poland103/22uq3h4dpd2e/wish/151618301