Empowered Learner: Exploring the Indicators by Melissa Negreiros

Watch the video and think about how the indicator is demonstrated.

negreirosm1 — 2024-08-22 04:14:11 UTC

Indicator 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

negreirosm1 — 2024-08-22 04:18:32 UTC

As EMPOWERED LEARNERS, students take responsibility for their education, both in the direction it takes and the progress they make. They make use of technology to ensure their goals are met and reflect on how they can improve and grow in the future.

Video Analysis

negreirosm1 — 2024-08-22 04:19:15 UTC

In teaching math to her elementary students, San Pascual teacher Josephine Yadeger gave her students a choice of goals for what they would like to know at the end of a lesson, whether that’s balancing an equation or just getting a correct answer. After the lesson, Yadeger asked her students to reflect on what they had learned. The process, Yadeger said, helps students keep track of their learning.

Technology offers great resources for students to reflect what they have learned. One example of this is a digital reflection journal. Another example is to use Padlet as an exit ticket tool. Students could post their learning reflection, then read and respond to each other. If the teacher is using an LMS, this reflection could be done individually in an online portfolio or with others as part of a guided online discussion in the LMS. These are just some of the countless ways technology can support the process of students tracking their learning.

Questions to Consider

negreirosm1 — 2024-08-22 04:20:49 UTC

Where do students create personalized goals for their learning?

In what ways do students reflect on their progress and how they can improve?

How are students using technology to set, monitor and look back on their personalized goals?

*Respond to at least one of these questions in the comment section below.

Indicator 1.1.b Students build networks and customize their learning environments in ways that support the learning process.

negreirosm1 — 2024-08-22 04:23:25 UTC

As EMPOWERED LEARNERS, students proactively support their own needs and interests by making choices about what and how they learn. They adjust settings in both physical and digital learning environments to make education more accessible and personalized. Students also enrich learning by seeking connections with peers and experts through a variety of local and online communities and tools.

Watch the video and think about how the indicator is demonstrated.

negreirosm1 — 2024-08-22 04:24:14 UTC

Video Analysis

negreirosm1 — 2024-08-22 04:24:48 UTC

Gina Baragone, a middle-school teacher in San Bernardino, California, made six units and stations that her students could select from a project on technology, including stop-action animation, 3-D printing and engineering.

Question to Consider

negreirosm1 — 2024-08-22 04:26:24 UTC

How are students making connections with learners outside their classroom and school to enrich learning? (Consider social networks, video conferencing, email, digital penpals, etc.)? *Respond to the question in the comments below.

What do you think?

negreirosm1 — 2024-08-22 04:29:06 UTC

Indicator 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

negreirosm1 — 2024-08-22 04:30:30 UTC

As EMPOWERED LEARNERS, students use the wide variety of technological tools at their disposal to showcase and improve their learning. They improve by using everything from simple digital tools (like spelling-and grammar-check) to human feedback from online communities of experts. Students rely on a similarly wide range of digital formats (podcasts, blogs, programming, video, infographics, etc.) to show how they meet their learning goals.

Watch the video and think about how the indicator is demonstrated.

negreirosm1 — 2024-08-22 04:31:23 UTC

Video Analysis

negreirosm1 — 2024-08-22 04:31:57 UTC

Jamie Kearns, a middle school teacher in Vallejo, California, uses a computer simulation to help her students grasp the concept of slope intercept form. In the game, students have to use math to land a plane on a runway. If they get the math wrong, their plane might swerve off the runway and crash. Students receive immediate feedback from the technology, which also allows them to continue practicing until they master the concept. For student Jassalyn, the simulation helped her understand the concept and it motivated her to persevere. “It reassures me that I can make a mistake and still learn,” she said. “We have a visual representation, and we can experiment with other kids in the class, which will also help develop our knowledge.”

Questions to Consider

negreirosm1 — 2024-08-22 04:33:17 UTC

In what ways are students using technology to automate feedback on their work? (Examples include learning analytics, spell-check or using digital tools to receive feedback from others.)

How do students use that feedback to make tangible changes or improvements to their work?

Where are students empowered to select from a variety of formats to showcase their learning? *Respond to at least one of these questions in the comment section below.

Indicator 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

negreirosm1 — 2024-08-22 04:34:08 UTC

As EMPOWERED LEARNERS, students assume agency over their technology to enhance learning. They know how to select appropriate tools that meet their learning and communication needs. Students become agile at using and testing current technologies so that they are prepared to approach and use new technologies that will emerge as they enter future careers in academia and the workforce.

Watch the video and think about how the indicator is demonstrated.

negreirosm1 — 2024-08-22 04:34:56 UTC

Video Analysis

negreirosm1 — 2024-08-22 04:35:15 UTC

Tracy Licon, a middle school teacher in San Bernardino, California, teaches her students the fundamentals of computer operations from the inside out — her students take apart laptops and repair them. Licon says, “Anything they can remove from the computer, they can fix.” That includes screens, keyboards and keys, DC jacks and batteries, and they can transfer this knowledge to diagnose and repair problems. “The coolest thing is they do. They do. They figure it out,” Licon says.

Questions to Consider

negreirosm1 — 2024-08-22 04:37:02 UTC

Are students independently able to use, test and select a variety of technology tools?

Can students find, use and troubleshoot new technologies?

*Respond to at least one of these questions in the comments below.

Important Points!

negreirosm1 — 2024-08-22 04:38:44 UTC

Students should have a basic knowledge of how to use devices and software applications.

This includes:

*Troubleshooting - the ability to solve technical problems such as restarting a device, installing software updates, transferring work from one device to another and troubleshooting when audio/video won’t play.

*Transferring knowledge - the ability to apply prior technical knowledge and experiences to figure out how new technologies or applications work.

*Exploring emerging technologies - the ability to explore new digital tools and technologies that have the potential to enhance the learning process.