Assignments

Assignments
 * Assignments || Description ||
 * Prezi || media type="custom" key="12374808" ||
 * Screecast-O-Matic || media type="custom" key="12564894" ||
 * DPS || ** __DPS #1 (Chapter 4)__ ** || Instructional Strategies ||
 * Presentation || I can present information to learners that can be interactive, involving questions and comments. Younger students may have difficulty with sitting through presentations so I have to make it child friendly by adding animation. ||
 * Demonstration || In a lesson, I can imitate a set of instructions such as a physical performance that is on a one-on-one session. ||
 * Tutorial || I can give students individual work so that they can work at a self-paced manner to focus on things previously taught. ||
 * Discussion || As a part of a lesson, I can present information in a interesting, challenging and inclusive manner so that students are engaged in a new topic that I present. ||
 * Cooperative Learning || Instead of me presenting information in front of the class, I can have students to work together and collaborate on a topic. They can then present their findings to the class. ||
 * Games || Present educational games for students to provide a competitive atmosphere for the classroom. Students can get rewarded extra points for their success. ||
 * Simulations || For younger students, I can have students to role play to engage them in learning. Students can perform different parts of a story that we have just read in class. ||
 * Discovery || Create a scientific activity for the classroom so that students can explore possible solutions and analyze data. ||
 * Drill-and-practice || I can have students complete exercises to practice and to refresh information already learned. With this built in practice, the students will get an opportunity to get feed back from me and reinforce errors made previously. ||
 * Problem-based learning || An example lesson would include presenting students with structured problems that connect with real world situations. ||
 * DPK #5 - Chapter 5 || Describe an appropriate instructional situation for using computer resources to support student learning. Include the setting, topic, audience, objectives, content of the materials, and rationale for using this media format.
 * DPK #5 - Chapter 5 || Describe an appropriate instructional situation for using computer resources to support student learning. Include the setting, topic, audience, objectives, content of the materials, and rationale for using this media format.
 * DPK #5 - Chapter 5 || Describe an appropriate instructional situation for using computer resources to support student learning. Include the setting, topic, audience, objectives, content of the materials, and rationale for using this media format.

An appropriate instructional situation for using computer resources to support student learning is when you want students to practice what they have just studied in class. A main way to do this is by preparing a review game for students that is fun and interactive. Recently in my kindergarten observation classroom, students were learning how to read three letter words such as “mat”, “dad”, and “box”. The students were taught how to look at each letter in the word, say each letter sound, and then blend it together. After doing this for a few days, the students were able to play a computer game in the classroom that had the same concept of spelling and blending together three letter words. The computer game was projected onto the SMART Board. On the screen, the students saw the first letter of the word and the last letter of the word. They were then required to put in the middle letter to make the word. For instance, the students saw r_n with a list of vowels on the side (a,e,i,o, and u). Students came up to the board, dragged the correct syllable in between the r and n to make the complete word “run”. To demonstrate their understanding of how to say each sound in the word and blend the word together, students were required to pronounce the word as three distinct sounds and then as one word. The classroom then repeated the pronunciation of the word and a new word was given. The teacher chose this method of media format to make sure that each student understood the topic fully. The game provided animation and sound effects that made the game more exciting for the students. This touch screen interactive game was well organized and problems that students had with understanding the information being reviewed was brought to the teachers attention and quickly addressed. || The “Learning In Hand” article gives readers a number of free educational resources that are provided online for creating audio and visual content. It specifically addresses the use of podcasts, where you can get podcasts from (such as software like iTunes). The article also addresses different kinds of podcasts: audio, enhanced, and video. Audio podcasts, which are the most commonly used type, is usually an MP3 file. An enhanced podcast, which is not supported by all devices, have chapter markings and visuals that go along with the audio. Video podcasts are like movies. The educational benefits of using podcasts are children are able to create on their own, they will have a world-wide audience, and the experience is simple and rewarding.
 * [|Summary of UDL] || This is a summary of Universal Design for Learning. ||
 * [|Bookbuilder] || Bookbuilder is another resource that teachers can use to make accommodations for their children. The topic for my bookbuilder is learning about the community and it is for young children aged 4 to 6. ||
 * [|Rubric for Bookbuilder] || This is the rubric that I would use to grade my students by. My way of knowing that the students have understood the information being taught is if they put on a puppetshow for each assigned community member. ||  ||   ||
 * [|Chapter 8] || This assignment comes out of Chapter 8. Demonstrating Professional Knowledge (DPK) questions #1, 3, 6, 7, 8 and DPS #2 questions are answered. ||  ||   ||
 * Summary of articles || **Learning in Hand**

Technology in the classroom provides many benefits for users. Podcasts is a specific tool used that is free and open to anyone’s use. Podcasts are audio files that are on the web that can be downloaded off of the Internet. Its flexibility for users is beneficial to listeners and it has the potential of being heard all around the world. Podcasting is a great resource for classrooms because it is cheap for school systems. The software is free and a microphone and headset are not costly to purchase at store such as Wal-Mart. Podcasting also invites a global audience, encourages no-fill communication and digital storytelling. The article also touches on the fact that podcasts provide a way for other teachers and parents to know what is being taught in the classroom, a way to be interactive by getting feedback from other people, and provide a way to be creative and fun! ||  ||   ||
 * Classroom Audio Podcasting – Introducing Technology in the Classroom**
 * [|Podcast] || This is link to the written format for my Podcast. The podcast is a brief guide for teachers who struggle to include students with Autism in the classroom. ||  ||   ||
 * Podcast-MP3 || The following mp3 file is a sample Podcast. The podcast is a brief guide for teachers who struggle to include students with Autism in the classroom.

media type="file" key="Podcast Assingment.mp3" align="left" width="240" height="19" ||  ||   ||
 * [|Chpt 10- DPS 1] || For this assignment, I had to preview a video and appraise it based on the Selection Rubric: Video. I chose a video from Mashpedia on Rosa Parks. ||  ||   ||
 * Chapter 10 - DPS 4 || This assignment required me to make a digital video to support and enhance a topic that I would teach as a way to model creative and innovative thinking for students. My audience was a 2nd grade classroom and I am doing a review for onsets and rimes for the students to prepare them for a word making game.

The following is digital video via YouTube. media type="custom" key="14059394" ||  ||   ||
 * PodOmatic || This a creative way to start a reading theme for students. It is great for 3rd graders, but will work with any grade who wants to be introduced to an author to explore their books.

media type="custom" key="15394940" ||  ||   || Students were eager to drag vowels in between letters to make the appropriate sounds for the word. Each student shot their hands in the air for a chance to see if their answers were correct when they went to the board. When talking to the instructor after class, I told her that I noticed student involvement increased when the students knew they would be able to touch the screen. She replied that having the SMART Boards in the classroom were a good resource for teachers and an even better way to get the children excited about learning. She also said that she wished she could have more time during the school day to use the boards. ||  ||   ||
 * [|Script] || This is the script for my PodOmatic. The embedded video can be seen above. ||  ||   ||
 * [|Summary] || This is where you will find my summaries of digital storytelling. ||  ||   ||
 * [|Research Paper] || This is my research paper on interactive whiteboards. The paper includes an abstract, introduction, research, conclusion, and references. ||  ||   ||
 * [|Figurative Language] || This is the group project for the interactive whiteboard on figurative language (Screencast-o-matic). The team members are myself and Christa. ||  ||   ||
 * [|Lesson Plan] || The following link will direct you to the lesson plan for the interactive whiteboard assignment. ||  ||   ||
 * [|Summary of SMART Board Lessons] || The following link will direct you to my summary of 3 SMART Board Lessons. ||  ||   ||
 * Observation (Interactive Board) || For this assignment, I was able to observe a first grade classroom using one of the many interactive whiteboards available in schools today. The technology that this classroom uses is called SMART Boards. This was my first time seeing the software used as a part of the lesson in the class. Previously, I had only seen them being used as a projector. But this particular time I would see them being used in a creative and inclusive manner. The teacher reviewed a lesson on short and long vowel sounds. Then, she gave a few examples that the class responded to orally. The teacher then pulled up a program for the students that allowed them to have additional practice with making words.