Need students to quickly collect a screenshot of an activity, lab or graph? Taking a screen shot is a quick way for kids to collect information. With a Chromebook you'll need a few special key strokes.
In the third part of our series we will be looking at the third E of the 5E lesson plan series, “Explain.” Students will be asked to reflect in writing on what they have learned. The lesson illustrated here is a 5E lesson plan on Genetics for Middle School, click the image below for more details.
Wondering how to manage 5E lessons in class? They are great, but if you are not careful, you can end up with 100's of awkward files to grade (I love and hate Google Classroom at the same time, thoughts to come). Below is the video tutorial for the lesson DNA in the middle school. It gives you an idea of how its laid out and what the students need to do. If your interested in this lesson you can click here.
Special Guest Post from Jeremy at Learning Technologies.
The Education Technology market is closing in on $1.9B and most public-school systems are utilizing 1:1 initiatives to bring more tech to the classroom (Molnar, 2017). The whole school process is being digitized from registration to homework and it is time to stop and consider the vulnerabilities that are being created through technology. First, consider the technology used in administration; registration software, Learning Management System, Student Information System, Website, local servers, and office software. In administration alone, schools are subject to over five vulnerabilities to cyber-attacks and all these technologies are generally integrated with each other. Now add the classroom to the mix. Until recently, I've used roughly five to seven 3rd party integrations with office software during a school year. Now we have over ten vulnerabilities on any given school year that is subject to exposing student and teacher information across the internet. That information could be addresses, social security numbers, grades, assignments, health records, contact information, and online communication.
This is the second part in creating 5E lessons for middle school. In this episode we will look at the explore phase in creating these activities. 5E lessons can be packaged in several formats. From 1 to 1 to cooperative group activities, your only limitation is your imagination.
Looking for a lesson plan format to engage students and use technology? The 5E lesson plan is a perfect fit. This video is the first in a 5 parts series on creating 5E lessons. I generally use Google Drive to create and share with my students, this creates a simple paperless lesson.
Looking for some examples of 5E lesson plans? Following the link below to my 5E traits of Life Activity for Middle School Science.
I enjoy when I see intersections of new instructional models and proven teaching methods. For example, the 5E instructional model for teaching creates a streamlined template to design 1 to 1 instruction in a middle school class. Simply create your lesson document in Google, share it with your learners and it can guide their lesson experiment.
Recently I was looking at the second part of the 5E model, explore. In this portion of my 5E lessons students can read or watch instructional content to gain understanding of the topic. As I was considering how to improve student learning, I realized this was the perfect opportunity to include a Cornell Notes template into the activity. By asking the students to use active note taking strategies while using technology, creates a homerun. Cornell note taking templates are easily found and can be added to any lesson. A side benefit is that it also creates an artifact that allows them to demonstrate learning.
Follow the links below to learn more about Cornell note taking.
This is a special guest post from Jeremy O'Toole at Learning Technologies.
Educational technology plays a significant role in designing and developing authentic learning. Its role is not only to provide instruction effectively and efficiently but more importantly, to provide students with an experience they otherwise wouldn't have.
Educational Technology And Authentic Learning: The Significant Role Of EdTech In Authentic Learning Development
Hopefully you have read Designing Instruction For Authentic Learning and Developing Content For Authentic Learning as I will refer to these articles below. This article is meant to open conversations regarding models for effective technology integration.
We have discussed Authentic Learning which is a strategy found under Deeper Learning, its goal is to provide students with critical thinking, problem solving, creativity, and collaboration skills. Research shows that through Deeper Learning Approaches students raise test scores, have higher graduation rates, and are more likely to enroll in post-secondary schooling - including trade schools (American Institute of Research, 2016). The data proves that Authentic Learning works and through my previous two articles you should have gained an excellent foundation for designing and developing your course using Authentic Learning – plus check out New Media Horizon Reports for K12 and Higher Ed; you’ll notice Deeper Learning is listed in both. Now it is time to focus on the role of Educational Technology.
The Role Of Educational Technology
Educational Technology should be used to provide students with an experience they otherwise wouldn’t have. Chris Dede, a Harvard University Learning Technologies Professor, argues that “technology as a catalyst is effective only when used to enable learning with richer content, more powerful pedagogy, more valid assessments, and links between in- and out-of-classroom learning” (2014, p. 6). Additionally, we must acknowledge that there is an achievement gap which looks something like a bell curve and that the digital divide is a real thing – consider the digital divide when providing experiences.
We also should acknowledge that educational technology complements our design and development and technology alone cannot create learning experiences. Teaching as a human craft is what makes learning effective, not the technology. We certainly do not want something called digital drill and kill by digitizing teacher-centered instruction (Murray, 2017). On the contrary, we want students to apply the knowledge gained by using technology to do better things rather than do things better (Dede, 2017).
Tips For Integrating Technology And Personalizing Learning
We first need to correlate the technology with our unit and course objectives. If we have our students analyzing literature, then the objective should read the same; analyze literature. We could look at the SAMR Model of technology integration, but I think the model alone limits our objective in providing students with Authentic Learning experiences; however, it is a step in the right direction. Remember, we don’t simply want to digitize business! Again, it is providing students with an experience they otherwise wouldn’t have.
Second, look at Gartner’s Hype Cycle and New Media Horizon Reports to determine what technologies are becoming of age, reaching their plateau, or are on the rise because these technologies are going to be embedded in the real world (note there are a few different industries for the Horizon Report and an education version of the Hype Cycle).
Third, remember that instruction is guided and we control rigor based on guidance of each student, therefore, instruction is personalized as each student needs different guidance. Look at the Zone of Proximal Development (ZPD) designed by Lev Vygotsky for more information on guidance and personalized learning. Lastly, use technology in every facet of instruction, it can certainly make the delivery of instruction and feedback more efficient with Learning Management Systems and video production. Take this example in public education, I hate taking attendance and writing it down on paper, it wastes time. Instead, use Kipin Attendance through Canvas (LMS) where students have five minutes into the class to record their attendance, this way I didn’t have to call out names or mark each student’s attendance digitally. It knocked off three minutes of wasted time per class – 180 days X 3 equates to 540 minutes or roughly 2.5 weeks of instruction devoted to attendance!
Nonetheless, we say we want students to do better things through their summative assessment. That doesn’t mean we can’t make other facets of instruction more efficient. Remember the questionable rule that if you feel you need to directly instruct, then create a video. It is still direct instruction but hopefully students complete it at home.
There Really Isn’t An Effective Model – That’s The Problem
The SAMR Model certainly gets educators going in the right direction and creates good conversations. It is even better when utilized with the Bloom’s Taxonomy as we attempt to match assessments with objectives. TPACK makes great arguments that this article coincides. Integrating these 3 models is another great start towards an effective model. What we do know is every facet of teaching should integrate technology, but the assessments should require collaboration, critical thinking, problem solving, and collaboration through Authentic Learning.
Do you know a model for effective technology integration? If so, share with us your model or how you integrate technology.
Originally posted: https://elearningindustry.com/educational-technology-and-authentic-learning
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