Introduction

The eportfolio I will be creating outlines the understanding of the importance of technology integrated into student work and assessment. Creating effective learning plans with the intention of integration of technology and a flipped classroom approach. Creating lesson openers, a clear and concise lesson plan with technological integration, and assessments based on the content can all be accomplished with the help of technological advances. In my professional opinion, creating blog posts and tables like the ones in this portfolio make the information and data more obtainable for teachers and students. As we collect different artifacts from this course's assignments, we learn the different types of tools we can use in order to integrate technology into teaching lessons. According to a journal about the integration of moving technology with students it states, “educators need to be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments” (Gorder, L. M. ,2008). Using different types of technology in a classroom will allow for more understanding of new ideas and practices for students and teachers. 

 

Table 

 

Learning Theory: TPAK

Choose a learning theory that helps advance students so that they can use technology to their own advantage in the classroom. 

Use of Technology for Lessons

Use a technological tool that can build an integrated lesson for students. Show students how the tool can be useful and how they can use it for their advantage in the classroom. 

Reflection Document

Create learning centers using technology for a small group centered instruction. Use different technologies so students can engage in different ways. 

Lesson Plan Outline

Create three different lesson plans that build off one another. These lessons should incorporate a technological piece as well as an assessment to test student knowledge. 

Flip Curriculum with Technology

Create a flipped lesson plan that allows students to do their work online or independently. Then have students bring that work into class to create discussion. 

Flipped Lesson 1

Create a lesson that can be flipped with explicit instructions as to what students need to do in order to fulfill expectations. Record and post that lesson with a video giving instruction. 

Flipped Lesson 2

Create a second lesson that can be flipped with explicit instructions as to what students need to do in order to fulfill expectations. Record and post that lesson with a video giving instruction. 

Lesson opener

Create a lesson opener that allows for students to understand the expectations for the flipped lesson and describe the approach you took in creating the opener. 

 

Reflection 

Creating the eportfolio in order to make all of our artifacts visible in one area has been very helpful in my opinion. I think it allows us to use the information that we have learned in this module and put it to use in our own classrooms. Creating a blog post to begin writing our thoughts on the different types of assignments and how they influence our thoughts on technological use in the classroom is very effective. I personally would like for my students to be able to reflect on different assignments throughout the week so that I could see what was the most effective method of learning for them. I think as we navigate through the end of the course, we will ultimately see improvement on discussion and collaboration by sharing our blog and eportfolios. 

As we continue on throughout the course, I hope to see the different ways in which we can use the technology we have already integrated and combine it with new skills in order to show our students. By using different platforms to combine the use of technology and how it can be put into lessons, I have learned many new ways to approach content on my own. I appreciate the vast assignment expectations because it has allowed me to explore platforms that I would not have otherwise. For example, on the learning objectives page in module 5, it listed all different platforms that were beneficial for blog posts and creating google drives. Each of these links directly showed how to use these online tools and made it easy to learn from. The point of these videos was to help us navigate the different platforms and allow us to use them as needed. This can be brought into our classrooms by using self created videos to share expectations and results for our students. We did an assignment similar to this last week with our flipped lesson videos and lesson openers. Each of these videos were ways to help us create the videos on our own and show our students expectations for their own assignments. 

 

References:

Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63-76.

Malavasic, J. T. (2019). Research, theory, and pedagogy. Collaborative Learning Communities in Middle School Literacy Education, 8–16. https://doi.org/10.4324/9780429425103-2 

(2020b). Review for “Video‐enhanced or Textual Rubrics: Does the Viewbrics’ Formative Assessment Methodology Support the Mastery of Complex (21st Century) Skills?” https://doi.org/10.1111/jcal.12525/v1/review2