All Good Things...
This week I put together my e-portfolio and looked back on everything I learned this quarter, and I'm looking forward to implementing and integrating the technology I've encountered into the life of my class.
In this class in particular, I really liked learning about the different forms of instructional design. I look forward to working through this kind of process in the near future. Identifying different web 2.0 sites and educational technology organizations was useful and I figure they'll come in handy in terms of future professional development.
I made my media project using Movie Maker and found it to be really easy, and I used Google Sites to put together my e-Portfolio (which was a bit more of a challenge, since the site looks different depending on the browser I'm using). I'm looking forward to creating short movies for my classes using the first platform.
I think my entire idea of what teaching can be has changed as a result of taking these classes.
Wednesday, June 12, 2013
Wednesday, June 5, 2013
Week 10
Freedom to be: Diversity and accessibility for all
The most useful part of this week's readings (chapters 35-38) for me as a future teacher was chapter 36, which is in regards to diversity and accessibility. So often students are expected to learn the same way and to produce the same output (a la standardized tests, where schools are punished if students don't perform well on culturally biased questions), but I feel as we delve deeper into the twenty-first century students are finally able to be recognized for being individuals with wildly different needs and backgrounds that influence what they know and how they learn.
I found the personal stories in this chapter to be really eye-opening and it made me consider how much easier it is to learn something after making a personal connection--I wonder if this could be applied across disciplines? For example, how much easier would it be to learn about the tenets of Islam if a Muslim were to come to class and discuss his or her experience? Anyway, reading about Stephen's and Joel's respective experiences gave me insight into what problems they faced and gives me ideas about how to reach out to and connect with students who might be facing similar struggles. Also, the multimodal diversity model will surely be something I turn back to regularly to think of ways to make the content accessible for all, regardless of cultural, physical, or cognitive considerations.
The most useful part of this week's readings (chapters 35-38) for me as a future teacher was chapter 36, which is in regards to diversity and accessibility. So often students are expected to learn the same way and to produce the same output (a la standardized tests, where schools are punished if students don't perform well on culturally biased questions), but I feel as we delve deeper into the twenty-first century students are finally able to be recognized for being individuals with wildly different needs and backgrounds that influence what they know and how they learn.
I found the personal stories in this chapter to be really eye-opening and it made me consider how much easier it is to learn something after making a personal connection--I wonder if this could be applied across disciplines? For example, how much easier would it be to learn about the tenets of Islam if a Muslim were to come to class and discuss his or her experience? Anyway, reading about Stephen's and Joel's respective experiences gave me insight into what problems they faced and gives me ideas about how to reach out to and connect with students who might be facing similar struggles. Also, the multimodal diversity model will surely be something I turn back to regularly to think of ways to make the content accessible for all, regardless of cultural, physical, or cognitive considerations.
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