Reflection Paper In Writing

Decent Essays
This week’s module began with a deep dive into online projects, collaboration sites, and publishing opportunities. As described in Integrating Educational Technology into Teaching, online learning activities can be grouped into several categories: interpersonal exchanges, information collection and analysis, and problem solving (Roblyer, 2016). Within each of these categories, there are also several activity structures that teachers can use to design web-based lessons, such as electronic pen pals, electronic mentoring, and problem-based learning (Roblyer, 2016). As I explored examples of online projects, collaboration, and publishing throughout the module, I could clearly see how each example aligned with these structures. I found it helpful to think in terms of these activity structures because it allowed me envision the possibilities of utilizing digital tools to address the content and standards that I teach. The activity structure that I am most familiar with is electronic publishing. I often utilize electronic publishing to engage students in writing because I have seen firsthand how blogging for an authentic audience builds increased interest in the task. As Roblyer (2016) describes, “Strategies in which students write for distance audiences help motivate them to write more and to do their best writing” (p. 222). Yet, as I read about culturally-responsive pedagogy in this week’s module, I began to see new possibilities and benefits to online projects, collaboration,
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