Using Scribbler Sheets in the Classroom

Most students also have access to the Internet at home and the media center is open before or after school for those who need extra time or assistance. Academically, there is quite a range of diversity among learners. There are three students in the classroom that are identified as exceptional leaners in need of extra reading support. Two are identified regarding written expression. Five are identified as having attention deficit disorder. To make the lesson comparable for all I made sure to use a variety of tools from print sources, to digital tools and I allowed for small group and whole group instruction. Students were encouraged to communicate via print methods on day one, but not required to sign their names. This took away a level of intimidation that may have prevented students from sharing. This makes the content of the lesson equitable for each

EX: Using 3 students to see if the new “finger pointer” is effective to increase reading fluency.

This study set out to prove that when using technology for note-taking and assessing information in conjunction with each other there will be an increase in student performance. The data aligns with the initial hypothesis of the study and is backed by past studies findings, like Mogey’s study in 2007 and Russell and Haney’s study in 1997. The information in the article strongly aligns with the purpose of the article and does not give any superfluous information. The researchers also note threats to internal validity and the steps they took to remedy them, like using “two experimenters…as redundant quiz graders, each separately grading every participant’s quiz” (52) and having all handwritten notes converted to typed text to combat the bias that is common in grading. They also attempt to provide alternative explanations for “the results of studies demonstrating positive (e.g., Goldberg et al., 2003) or negative (e.g., MacCann et al., 2002) effects” (55), like the possibility that the location of the student had an effect on performance instead

As another work week approaches, many teachers struggle with how they are going to accommodate to many of their student’s needs within the classroom; however, with adequate planning and the amazing ability of technology today I will succeed. As my third graders scurry into the classroom they immediately feel the atmosphere with laughing and a sense of innocence. On the outside they all look like a normal 8 year old who loves recess and intriguing science projects; however, their learning ability is vastly different which is where different learning resources come in to play.

The student is constantly thinking to himself an answer that if said would cause more confusion and attention then he want, so when the student truly answers, he gives the answer the teacher could comprehend the easiest. Schools have an unspoken way in which questions should be answered, instead

You brought a very interesting point to the table. Many times we focus on the students during elementary, middle school, and high school, but forget about the importance of continueing to engage studetns throught out college. I actually took a class that used clickers, which sound similiar to KeyPads. Since I was a very shy person, I was able to particpate in the activity and share what I did know through this type of technology, without having to stand up in front of the class. Now as a teacher, I use Plickers and Kahoots in order to increase the participation of students who are introverts. Intersting top ic and thank you for sharing.

The reasons behind this research idea stem from my experience observing year 7 pupils at my second placement. Pupils in ICT lessons did not have exercise books, instead they would use printed workbooks. Pupils would learn the theory of something and then write it in the space provided in the workbook. Each lesson would be pre planned within the workbooks which left the teacher with very little room to teach outside of this structure. Pupils were negative when asked to get their workbooks out, when asked to write what they have just learnt in their workbooks pupils would start to misbehave and lost focus. I felt the workbook could be used as a way to reflect at the end of a lesson, and the majority of lesson time spent on learning the theory in engaging ways.

In the classroom, there is an interactive white board. All my lessons are planned based on using this piece of technology. I have designed mimios so that the students and I can work together to create book reports, collect facts, and pre-write their activities. These mimios also allow the students to get involved. The students can use the mimio pen to work out the activities that I have created. I will also use the interactive white board to play informational videos to help us learn more about Dr. Seuss. There is also a listening center in the classroom. Since it will not be used as a learning center during my unit plan, I will have it set up so the students can listen to Dr. Seuss books during their free center time. I have also created

Technology has digitized the traditional setting of a classroom with its enticement of quick access and efficiency. As alluring as it is to Reuben Loewy that we follow along with the times, others believe otherwise, because they believe it puts the students at risk of not only their safety,

Hey! This week in Instructional Technology we looked at some formative assessments. My group did an app called Plickers. So what is Plickers? Well, Plickers is an assessment that allows the teacher to create a class and questions. Once the class and questions are done, the teacher will print out the Plickers Cards. Your students will rotate the card to indicate their response. The teacher then takes their smart phone or iPad and takes a photo of the cards using the app. Then the teacher will get a response based off the students answers.

Have you been noticing that at your school, you have been making more of your actions with technology? As years go by, the technology world has been upgrading quite quickly. More devices have been becoming the paper to most schools. Sue Pimentel, a former English Language Arts professor, explained, “The decision was about priorities and that learning to use technology took procedence.”

students who have been trained to use guided notes will be able to generalize the information

Many teachers, novice and seasoned, struggle with helping their students comprehend and retain the information simultaneously as they read (Purcell, 2014). Foldables are a great way for teachers to do this. 70% of what the brain imports is visual, thus directly increasing the likely hood that students will retain the information presented to them through instruction (Qadri, 2015). They can be used to introduce vocabulary, take notes, organize information in a original tactile way that connects to learners.

For example, students who learn better by listening can understand more fully with audio and videos shown on the board. (Bell ) For visual learners, students can watch as the lesson develops across the board. Research has shown that students of all ages respond well to interactive white boards. With everyone loving the boards so much, students will jump at every chance to use the board. Interactive Whiteboards make kids want to learn. It makes them more willing to listen and focus on the lesson. Fifty years ago, classrooms didn’t have this kind of technology. Classrooms only had black boards or white boards. (Bell )

Pervasive Presenter (UP) grows Presenter by means of regular web advances to backing non-Tablet crowds and improves person control. UP empowers people, utilizing web programs, to (a) synchronously or no concurrently see the slides and ink that are show by the educator, and additionally (b) give relevant submissions through content overlaid on the teacher's slides. The main bargains are that non-Tablet people can't prepare ink, and that educator ink is given after a little time delay. In this work we depict the inspiration and outline of Ubiquitous Presenter (UP), a framework which empowers clients with a mixture of non-Tablet, web empowered machine gadgets to get to live address materials produced by the teacher with Presenter, including ink annotations. In future work we will assess UP's utilization in CS courses. UP furthermore empowers (content based) scholar submissions without the need for person available Tablet PCS, rather permitting submissions by means of web programs. UP empowers boundless arrangement of Classroom Presenter without the need for a few Tablet PC gadgets or a multicast system setup, and improves the utilization of Classroom Presenter for person submissions – an influential pedagogical characteristic that was formerly exorbitant and troublesome to use. Omnipresent Presenter, in the same way as Classroom Presenter, empowers a more dynamic, scholar focused address environment without a sensational movement in settled educating routines. In spite