In our final weeks of class in Educational Technology 204, students had the opportunity to observe the skills analyzed in class and readings to discuss in their lesson assignments. Students were expected to implement technologies learned throughout the year to a secondary school student with an IEP form, post their last blog entries, as well as, learn about digital inequity that occurs within the educational system. In class, this past week students proposed appropriate technology equipment, which assessed the technology placed in the classroom environment and its usefulness. ![]() IEP ASSIGNMENTS As an extension to commercialized technology allocated in the classroom for students with IEP forms, Dr. Ikpeze allowed students to create a plan with technology aimed to meet each goal of students’ assigned IEP student. Moreover, she wanted students to relate their technology tools aligning with the ISTE standards for students. With this, students used their knowledge and skills to research and implement technologies that would best serve the physical, social, and emotional needs of our IEP students. The class created Google Docs to illustrate their solutions for providing technologies for students with disabilities by incorporating pictures, highlighted text, and standards that could benefit an educator in the classroom. This connects to ISTE-Teacher standards 2A and B: Design and Develop Digital-Age Learning Experiences and Assessments because Dr. Ikpeze sets the course of learning in students hands. Students were able to compose varying formats to present their technologies used for their IEP students as long as the format incorporated a summary of the student’s present levels, the technology used, and its connection to ISTE-Student standards. We were able to research technologies analyzed throughout the year that we were interested in and felt were appropriate to fit the need of our students. Furthermore, the assignment aided students comprehension in designing an IEP technology plan for a student with disabilities to fit their learning goals. One way that I can implement this idea in my classroom is by designing a personal IEP format for my student that I could implement in the classroom for him or her. Having a personal IEP plan that is accustomed to my conventionality and easier for me to comprehend will benefit the support that I can provide to different students in my classroom. Furthermore, designing my IEP format, I can note the changes in student’s behavior that I can report in meetings and when collaborating with staff members. When planning IEPs for students, I will be more knowledgeable and equipped with the skills to design plans that can support students with disabilities in the educational setting. ![]() WEEBLY Blogs In the concluding week, students completed their final touches on their blog websites on their knowledge and understanding from being in the technology course. At the start of the course, students were expected to design and write a blog website to share their learning with others. We had the opportunity to make the site how we felt that it would best share our stories of being in the class. Moreover, students could collaborate to read their ideas that different students posted in the classroom. On the blog sites, each tab could contain pictures, videos, and or both colorful font that attracted the eyes to engage the audience and teach them about technology implementation in the classroom. Every other week throughout the semester, students would have to update their blogs about technology in the classroom, the terms associated with technological devices, or inform its readers about their activities achieved in the course. Students working on Weebly blogs at least twice a month connect to ISTE-Students standard 6: Creative Communicator because students had the opportunity to express their ideas and thoughts about technology accessed throughout the course. We had the opportunity to share our knowledge with our peers, educator, and others who wished to access the site if they wanted to for audiences to see student’s products. Students built their posts according to the framework that was provided to them by Dr. Ikpeze. Furthermore, I can implement blogs in my future classroom by having students create blogs to be used during English. If students are in the third grade, I could have them write blog entries about the books that they are reading independently, along with class books. I could provide students a suggested format if they have difficulties creating their own. Then, I will have students respond to their peer’s postings on the site at least once a month. Secondly, I could have students use a blog site to connect to different cultures around the world for a social studies project. Students could produce a site introducing themselves and have tabs that address their own family cultures, and connect to cultures that are different from their own. Students will be able to connect to varying peoples that are in their society and have exposure to different traditions, values, and beliefs where they may be unfamiliar. Blogs are a great addition in the classroom and can provide uses in a variety of ways to engage student learning! Digital Equity For our last reading of the semester, Dr. Ikpeze wanted students to reread about digital equity in education. Digital equity is the allowance of all individuals in every community access to appropriately use technology for full participation in society. The article discusses the lack of opportunities that students have between city and suburban school districts and teacher's attitudes to technology usage among students. The authors suggest a shift in thinking in applying educational technology in educators planning for student's digital use. Students need to have an interest in the topics and tools that they employ in their learning. If they are not engaged, then they are not motivated and active to participate in the classroom environment. Additionally, not only should educators have knowledge of technology use in the classroom, but parents should also be acquainted and learn how to operate to engage the entire family in educational learning with digital tools. This understanding of digital equity in the classroom connects with ISTE-Teachers standard 4: Promote and Model Digital Citizenship and Responsibility because students will understand the rights and the responsibilities on how to provide digital access in the classroom to diverse students. Future educators in the course will understand the concept of digital equity and how to provide, as well as advocate for resources to provide for students in their residing schools. Teachers will know how to implement engaging and interactive sites for their students for educational learning to take place in the classroom. I can implement this topic in my future classroom by having students use digital tools in the classroom when the opportunity permits.
Additionally, I could adapt parent communication in the classroom to maintain contact with children’s guardians and share information with them regarding the class’s achievements. Using social media accounts or software that can be downloaded straight to the phone or computer to a child’s home. As well as share information about technology uses and strategies used within the home. Digital equity is necessary to navigate in the classroom full of diverse students from different backgrounds. Students need to have equal access to technology devices that educators can aid them in operating digital technologies in their future undertakings in society.
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December 2019
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