Part One : Using the internet, locate resources for your classroom and complete the below chart! Make sure you locate resources for at least two different grade levels on at least five different topics (i.e. human body, constitutional government, polynomials, electricity, animals, adverbs, nonfiction, etc. These can be in the same content area, such as history; civil rights, the Holocaust, Lewis and Clark, etc.). You must find two websites for each of the types of resources listed in the chart below. Once you locate the site you want to use, copy the link under the link column. This must be a WORKING link. Determine the topic the resource covers, the grade level the resource is intended for, and locate a Virginia Standard of Learning that covers that topic. Complete the chart with this information. Lastly, describe in three short statements what makes this resource engaging for your students.
|
Resource |
Link |
Topic |
Grade Level(s) |
Standard(s) |
What makes this resource engaging? |
|
Website |
https://www.khanacademy.org/math/cc-eighth-grade-math/geometric-transformations |
Geometric Translations |
8 |
8.7 given a polygon, apply transformations, to include translations, reflections, and dilations, in the coordinate plane; |
1. The website uses both audio and visual components to engage the student 2. The website incorporates learning and testing of the concepts illustrated to test understanding 3. If the student needs to, they can rewatch the video to refresh their understanding |
|
Website |
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract |
Negative Numbers |
7 |
7.1 Investigate and describe the concept of negative exponents for powers of ten |
1. The website uses both audio and visual components to engage the student 2. The website incorporates learning and testing of the concepts illustrated to test understanding |
|
Virtual Simulation |
https://phet.colorado.edu/en/simulation/build-a-fraction |
Fractions |
K |
K5 The student will investigate fractions by representing and solving practical problemsinvolving equal sharing with two sharers |
1. To experience it effectively, the student will have to engage their technology literacy skills, such as what items to click, touch, select, and how to move them 2. If the student needs to, they can rewatch the video to refresh their understanding |
|
Virtual Simulation |
https://phet.colorado.edu/en/simulation/build-a-molecule |
Atoms and Molecules |
6 |
6.5 The student will investigate and understand that all matter is composed of atoms |
1. To experience it effectively, the student will have to engage their technology literacy skills, such as what items to click, touch, select, and how to move them 2. If the student needs to, they can rewatch the video to refresh their understanding |
Virtual Field Trip |
https://naturalhistory2.si.edu/vt3/NMNH/z_tour-022.html |
Evolution and Adaptation |
3 |
3.4 The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the environment |
1. The virtual field trip of current and past exhibits is highly interactive and hosts very clear and lifelike images 2. To experience it effectively, the student will have to engage their technology literacy skills, such as what items to click, touch, select, and how to move them |
Virtual Field Trip |
https://naturalhistory2.si.edu/vt3/NMNH-U/z_NMNH-U-001.html |
The Universe |
4 |
4.4 The student will investigate and understand that the planets have characteristics and a specific place in the solar system. |
1. The virtual field trip of current and past exhibits is highly interactive and hosts very clear and lifelike images 2. To experience it effectively, the student will have to engage their technology literacy skills, such as what items to click, touch, select, and how to move them |
|
YouTube Video |
https://www.youtube.com/watch?v=pV-XeI1H8rk&ab_channel=SouthFloridaPBS |
Cycle of Life |
K |
K7 The student will investigate and understand that plants and animals have basic needs and life processes |
1. The video is interactive, in that it provides physical evidence of some life processes around us 2. The video explains concepts of lifecycles in a language the student can understand and relate to. |
|
YouTube Video |
https://www.youtube.com/watch?v=kuQfxZbLl5o&ab_channel=SouthFloridaPBS |
Laws of Motion |
8 |
PH.3 The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. |
1. The video is interactive, in that it provides physical evidence of some of the machines that use the laws of motion to operate 2. The video explains concepts of flight in a language the student can understand and relate to the laws of motion |
|
Online Game |
https://www.turtlediary.com/game/ack-word-search.html |
Ack Word Search - Vocabulary Game |
3 |
3.3 The student will apply word-analysis skills when reading. Use knowledge of regular and irregular vowel patterns. Decode regular multisyllabic words. |
1. The game is interactive and engaging 2. To play it effectively, the student will have to engage their technology literacy skills, such as what items to click, touch, select, and how to move them |
|
Online Game |
https://www.turtlediary.com/game/letter-recognition.html |
I Spy Alphabet - Alphabet Game |
K |
K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness |
1. The game incorporates visual and auditory feedback to facilitate learning 2. The game gives the student multiple opportunities to correct their mistakes and learn in the process |
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Part Two: Reflection
What did you like about locating technology resources?
There are a lot of resources on the internet that could facilitate student learning. Unfortunately, not all resources are of the desired quality or are targeted to enhancing the learning process for the students (Dumford & Miller, 2018). Therefore, what I enjoyed the most about locating technology resources was browsing through the sites and determining if a particular resource was useful. I also enjoyed the insights, such as the constant need to avoid using technology in the classroom for technology’s sake (Blauwet & Bell, 2018). Instead, educators should view technology resources as tools to further their student’s learning. Such is the basis for student-centered pedagogy that I deeply believe in.
How would these resources help develop your students’ critical thinking skills?
The resources above help the student’s critical thinking skills at different levels. First, they enable the students to acquire lower level critical thinking skills like remembering and understanding (Saptura et al., 2019). Secondly, they foster high level critical thinking skills like applying, analyzing, evaluating, and creating. However, some of the resources are to be done in groups. Through peer review activities, group, and digital storytelling activities, the student’s development advances from being conceptual and theoretical to something that they can apply in real life situations.
In what ways can you grow as a professional in the area of technology in the classroom?
I can grow as a professional in the are of technology in the classroom by exploring four unique strategies. First, I can use technology to bring interesting real world problems into the classroom to create context. Secondly, I can explore ways to use technology as a tool and scaffold for enhancing learning. Thirdly, technology will give my students more ways to provide feedback and reflection, especially in the era of COVID19 and the changes it will bring to the education system. Lastly, technology has the potential to bring all relevant stakeholders of the education system together to expand learning opportunities. These include, but not limited to teachers, parents, administrators, students, scientists, and even policy makers.
References
Blauwet, J., & Bell, M. (2018). Technology's Role in Quality Improvement and Operational Efficiency. Frontiers of health services management , 34 (3), 3-15.
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education , 30 (3), 452-465.
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model. International Journal of Instruction , 12 (1), 1077-1094.
