I am still trying to make sense of what “transliteracy” means to me and how I can apply it within my classroom. The first connection that comes to mind is to the TPACK model by Punya Mishra. According to Mishra, technology has not only changed how we teach (pedagogy), but also what we teach (content). Transliteracy means the fluidity of movement across a range of technologies media and context. I currently teach with more technology integration in mind. For the most part, my students tend to stay motivated if they can write, read or do mathematics through the use of technology. When it comes to presentations, they rather use Google slides or a similar format. Based on the definition of transliteracy, my students excel in social networks, using tools and media. The areas of need for them are signing and orality through handwriting, print and film. I have definitely changed my perception of traditional teaching methods from last year, when I first started the Innovative Learning program to now. I now ask myself, how can I deliver instruction knowing what obstacles or shortcomings my students have. How can I bridge the gap to help my students be successful in and out of class?
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I had not heard about gamification until this semester. Growing up I was never interested in playing video games nor would I have ever equate designing a learning environment on the educational properties of a digital game(s). Nonetheless, after viewing the Ted Talk presenters, Gabe Zichermann and Jane McGonigal, I am more intrigued in combining digital games and simulations that can be interactive and engaging learning tools for my students. Digital games are user centric, promote challenges, cooperation, and the ongoing process of problem-solving strategies.
Currently, my students play Sims, and MineCraft. However, as I attempted to research them, I was immediately restricted from the Sims site by the district. My students are not engaged by most math games available through the Chromebooks. I would like to use game-based learning/gamification to practice life skills math, review a math concept, or to teach survival skills, such as attitude, shelter, fire, water or food using a simulation or virtual games. I will continue to do more research as to what digital games are free and compatible to ChromeBooks. I have learned many tools and strategies to add to my teaching repertoire, but most importantly I have gained confidence as a teacher to explore and integrate technology during math classes to bridge the gap with my special needs students. As reluctant as my students are to learn math concepts and procedures, with the use of Google Classroom, Google Form and Google Doc students have been more engaged and responsive to this learning approach. Although the Dervin reading was quite dense and challenging to connect with, it also made me think about students’ reactions to math lessons above their cognitive abilities. This reading has giving me a new perspective on the importance of creating and thinking about the end user first and foremost, Baggio, on the other hand, was relatable and placed a high emphasis on creating lessons geared for the Visual Learners. I still have many questions about the end project or Capstone. How much data are we supposed to be collecting in our classrooms? If I was not completely satisfied with last semester’s data results, what can I do at this point? Anyways, I hope all of my questions will be answered by next semester. |
AuthorI am a special ed teacher at Vintage High School. Archives
July 2018
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