Assessing Meaningful Learning With Technology and Inspiration/Kidspiration

       For Week 13 I read the Standards & Assessments page my instructor posted for me in eCollege. The part I will focus on in the first part of this blog entry is Part II titled: Assessing Meaningful Learning with Technology and Inspiration/Kidspiration (once again, just like my title!).

We learned about RUBRICS - what they are and how they can be used. The video we had, which I have posted below, pointed out that we internally use rubrics everyday when deciding what we like or do not like. The example he used was cookies - who can hate that?

We then learned about CLICKER Assessment Tools. Clickers are electronic devices allow to respond by clicking in the response. With the Clickers everyone has to participate, not just the loud mouths. There are many different ways to use the clickers in the classroom. I got to use a clicker in a class for tests and it was a very interesting experience. I liked that the video showed different ways to use the clickers besides just for quizzes and exams.

After that was the INSPIRATION/KIDSPIRATION Software. It apparently is very popular but I haven't ever heard of it before. But you can combine it with Smartboards - which I think is awesome. It encourages shared learning in the classroom which is always positive.

Kidspiration is "the visual way to explore and understand words, numbers and concepts" according to the video on their webpage. You can get to it by clicking HERE. Kidspiration is aimed at K-5 which is too young for the students I will be teaching.

Inspiration software is aimed at Grades 6-12 and is what I would be using if I had the software in my classroom. It allows the students a neat, colorful, visual way to take notes, clarify ideas and structure different plans. It's a pretty neat deal. To check it our click HERE.

If I got one in my classroom I would definitely use it. I am a very visual learner as well as a hands-on learner. The Inspiration software paired with a Smartboard would allow all types of learners a way to retain information covered in class. The hands-on learners could help organize it on the Smartboard.

The video below the is the one from Part II on eCollege. The software allows the instructor to use concept maps to help students understand key terms. The examples used in the video were vocabulary terms for a 3rd grade class.

    

      For the second part of this blog entry I will reflect on this course in general: what I learned and what I plan on being able to use in my own classroom when the time comes (which can't get here soon enough!). Chapter 10 of Howland, Jonassen and Marra (2011), Assessing Meaningful Learning and Teaching with Technologies state that,

"Technology can make assessment data easier to manage, it may also allow teachers to assess more frequently - and provide more and better feedback to learners in order to improve their performance" (p. 235).

I agree with that, regardless of the multiple grammatical errors either Howland, Jonassen or Marra plague it with. :) As this Part II also mentions, our grades this semester do not come from exams, quizzes and tests but with an electronic portfolio (ePortforlio) that is comprised of all of the assignments we have worked on throughout the semester in the form of a website. Because our information is accessible from any internet capable piece of technology Elaine can go through and leave feedback multiple times whereas a piece of paper is simply graded and handed back for the student to misplace or feed to the dog, whichever is easiest. It also gives us the opportunity to go back and tweak things by using information we learned as the semester progessed instead of thinking, 'Oh well, that would have been nice to know three weeks ago!' and not be able to do anything about it!

Until next time!

-lkh

Technology Application Standards

This blog entry is about Technology Application Standards (like the title suggests!). We had to read through the Technology Application Standards for All Beginning Teachers (and what fun that was!) - here's the link if you want to check it out for yourself by clicking: Technology Application Standards for All Beginning Teachers Link (click the orange link to view)

1.) One of the TEKS (Texas Essential Knowledge and Skills) on Technology Applications (click the orange link to view) for my area of interest which is English Language Arts and Reading for Middle School from the TEA website is:

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
(B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information;

 2.)  A TEKS from the TEA website (click the orange link to view) that involves technology in the English Language Arts and Reading, Grade 7,  is:

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C)  revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

In order to utilize this TEKS in my classroom I plan on tying it together with the Technology Application TEK I mentioned above. In order to have my students use the elements of the writing process they will be required to type this rough draft, revised drafts and final drafts using a Word Processor on the computer. The final draft will have to have readable fonts, correct alignment and ruler settings as well as the content specified prior to beginning. 

As they work on their drafts I will have them simultaneously create, edit and manage a Spreadsheet document to well, document their writing process. They will have to create a table with different types of information such as: information that shows how many times they revised their drafts, how long they spent between each revision, how much time they spent between each revision, etc.

I believe that setting up a project in this way will help my students acknowledge the process they use to put together an essay assignment as well as help them be able to use word documents and spreadsheet documents more efficiently! It's similar to a project I am doing in my ENG 399 Literary Research and Methods class this semester; it's a process I wish I had learned many years ago. I think implementing the basics in 7th grade can help students begin to form a solid process for research and writing techniques using technology without overwhelming them.

 

3.) For the final segment of this blog entry I am supposed to list the TEK I think is the most important and how I will make sure it is covered in the classroom. I am not happy about this part. I believe that all of the TEKS are in there for a reason and no single one is more important than any of the others. They all fit and work together to make sure the students are getting the best education applications available to them; each TEK is necessary to what should be included in the classroom.

That being said, I still have to do the assignment so here is the TEK I think is the "most important":

 (1)  Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

 I picked this TEK because I recently learned that 70% of America's high school seniors canNOT read at their current grade level. This is unacceptable to me. At the risk of sounding cliche' and corny - these kids are our FUTURE. They are the future educators, leaders, managers and parents of our society!! If they can't read AT THEIR OWN GRADE LEVEL then WHY ARE THEY IN THAT GRADE?! This TEKS is the basis of all the TEKS that follow it - if you can't read at your grade-level with fluency and comprehension you can's successfully do any of the other applications required because they all involve reading.

In order to make sure this TEKS is covered in my classroom I plan on using the Admit/Exit Slips Reading Literacy Strategy at the beginning of the semester and the end of the semester as well as one at the start and finish of each new lesson plan. They help evaluate a student's prior knowledge and help assess what the student learned after each section is concluded. If the exit slips are showing that students are still struggling then I will adjust my lesson plan schedule to spend more time on what they need. Moving on to something new without the students having a solid basis of what was just covered in order to keep a schedule is ridiculous. Different students learn at different paces. I plan to implement learning strategies that are accessible to students that are excelling in the subjects as well as those that need extra time in order to fully absorb what is being covered.

NO.

CHILD.

LEFT.

BEHIND,

DANGIT!!!