Reflective essay

Being in Technology for educators, I had the opportunity to learn a lot and meet some great people. Everything that we did in class was new to me. I was able to learn about using technology inside and outside of the classroom.

I learned about what discussion topics were and was given the opportunity to do some for assignments. It gave me the ability to discuss a specific topic with my classmates and receive feedback as well. I liked doing the discussion topics because I was learning more as I was doing research and sharing it with others. This would be good for sharing information with other teachers or educators on whatever the topic is.

Digital blogs was a useful technology that I learned about this year. In the beginning I found digital badges to be difficult and boring. But, as I got used to doing them, they became easier and fun to do. Digital badges helped me to expand my knowledge on a concept and explain how it relates to technology. In education, teachers could use digital blogs to share information with other teachers and get ideas from one another.

After learning about rubrics and how to create them, I was confident about doing my own. Doing the website evaluation rubric was a fun, educational assignment. I was able to create my own rubric and evaluate an educational website. Doing this assignment showed me that I knew how to create rubrics and use them effectively.

Learning how to create web quests was interesting to me. I learned what web quests were and how to create one for a classroom. Doing the web quest was one of my favorite assignments. I enjoyed creating my own web quest and found it a fun assignment. Now I know that educational web quests should include an introduction, task, process, evaluation, conclusion, and teacher page.

After learning about wikis, we were able to come together in groups and create our own as a team. Using wikis are good ways to share information or research that you would like others to know about. Doing the instructional strategy wiki was an assignment that allowed us to take what we knew and researched about, and put it into a wiki to share with others.

I was most interested in doing the teacher webpage e-portfolio. I enjoyed being able to share things about myself and some of my accomplishments in the classroom.  Being a teacher, I would have a fun time putting together my e-portfolio. I’m glad that I got the opportunity to learn about e-portfolios and how to create one myself.

Going into this technology classroom, I had no idea what I would be learning about. After being in this classroom I am more confident about the use of technology and how it can be used in the classroom. I was able to learn that it’s more to teaching than just doing it the traditional way. Taking this class made me see that there are many other creative ways to teach and to enhance your knowledge. What I liked the most about this class is that we did an assignment for every topic we discussed. This helped me because it was a way of showing that I was learning and getting something out of it as well. What I would improve for this class would be that we have a longer time to get assignments done because they were very time consuming.

Digital Badge #L

Virtual field trips take students to places all over the world without leaving the classroom (Maloy, 140). The benefit of having virtual field trips is that it’s a flexible teaching approach. Some students could go on these field trips, while other students could work with the teacher or other projects. GoogleEarth has a variety of virtual tours, from all around the world. I like the idea of the virtual field trips because students get to visit places that they probably wouldn’t be able to visit on an actual field trip. I also think that virtual field trips help those schools that can’t afford field trips. Their students have the benefit of using these online trips and tours. It’s a creative, fun way to get students to learn and be engaged. Some virtual field trips and tours that are online: National gallery of art, Palace of Versailles, and Great Wall of China. Below is what a virtual trip looks like.

                                        video credit to googleEarth

There are six types of educational websites for teachers and students to use for academic learning (Maloy, 145). Two that I liked were skills practice websites and exploration and discovery websites. Skills/practice websites offer subject-specific activities for students at any grade level (Maloy,147). A lot of teachers use these websites as teaching tools and I find it useful. Students can use these sites during class while in small groups. I think that having skills and practice websites expands students learning more, along with what the teacher has already taught them. Khanacademy.org is a great skills and practice website for any grade level. It offers a lot of short videos that reviews basic concepts; math, science, history. Below is an example of what videos are like on khan academy.

                                       video credit to youtube

Exploration and discovery websites are for students to engage in online explorations. Students are using these sites for interactive learning activities. I like these sites because they provide a lot of information that a student could be looking for. Some exploration and discovery sites are good when doing projects. One that was mentioned in the book was BioKids: Kids’ inquiry of Diverse Species. I thought that this website was a good one because it offered online resources about animal lives and habitats, and ways for kids to create their own web-based biodiversity maps (Maloy, 148). I find that using educational websites increases a student’s knowledge about a topic. I also think that they offer a different, way of learning. 

references:

Earth. (n.d.). Retrieved November 20, 2014, from http://www.google.com/earth/explore/showcase/3dimagery.html#tab=los-angeles

 Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Multiplying Fractions. (n.d.). Retrieved November 20, 2014, from https://www.youtube.com/watch?v=CTKMK1ZGLuk

Digital Badge #K

Preassessments are activities that occur before a new lesson or topics is taught. Using preassessments, teachers are able to determine what students already know and can do before they teach a lesson. Some preassessment strategies that teachers use are writing prompts, graphic organizers, observations and surveys. I like the idea of having preassessments because teachers get to know more about their students individually. Teachers are able to know where their students are before they teach a lesson. That gives them the ability to know where to start with each students. Also, not all students learn at the same level, so I think that having preassessments shows the teacher what level each student is on and gives them an idea of what the lesson should involve. Below is an example of how a preassessment would look in graphic organizer style.

Online survey is a preassessment strategy that is delivered and tabulated online (Maloy, 285). The purpose for online surveys is to help teachers know what students already know about a topic before a new lesson. I like that online surveying is being used because it is more relaxing than taking tests. Students like online surveys because they are not tests with right and wrong answers or high or low scores (Maloy, 285). I also like online surveying because they identify what the students already know and what they would like to know. As the book mentioned, online surveying creates a sense of collaborative learning in which students and teachers work together. I agree because teachers are showing that they want to know about their students and students are giving the teachers evidence of their knowledge. SurveyMonkey is an online survey that the book mentioned thats an easy-to-use survey tool for educators.

 Every teacher should have a digital teaching portfolio. It’s an organized collection of educational and professional materials that’s stored in an electronic format (Maloy, 279). A digital teaching portfolio documents one’s academics, teaching, talents, and accomplishments. The book mentioned that documenting professional learning accomplishments is a way to provide career-related information to school administrators and other educators (Maloy, 279). The benefits of these portfolios is that teachers are able to see their growth and development over time. Other school administrators are able to also look at a teacher’s portfolio and get ideas on career-related information. I like the idea of teachers having digital portfolios and would encourage that they are used. Below is a cool video about digital portfolios.

video credit to youtube 

references:

 Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Teachers e-portfolio.wmv. (n.d.). Retrieved November 13, 2014, from https://www.youtube.com/watch?v=2W2Vpn1iaNo

                

   

Digital Badge #J

Learning assessments are what teachers use to evaluate a student’s knowledge and understanding before, during, and after teaching a lesson. The book mentions a variety of different assessment tools that teachers may use. Some were multiple choice and short answer tests, oral discussions, and student projects (Maloy,77). Some technology tools that could be used to evaluate could be electronic tests and quizzes, digital portfolios, and online surveys (Maloy,77). Having so many different assessment and technology tools makes assessing more creative. Teachers are able to switch up on how they want to evaluate their students. Students are also able to experience different assessments and engage in other ways to show that they are learning. Below is a sample learning assessment that I created on FlipQuiz. 

I believe that performance assessments are great ways to measure students learning. With performance assessments, students are assessed through presentations, projects, or class participation. Teachers are actually able to see what the student knows with performance assessments. It also allows them to see where the student may be struggling at. I think that using performance assessments makes it easier for the students than by just giving them a traditional assessment. They don’t have to be so uptight about testing and are able to become more engaged. Below is a sample performance assessment that a student might create. 

Student performance rubrics are what teachers use to evaluate a students work on assignments and activities. Teachers use rubrics so that students know exactly how they will be graded and what activities or accomplishments that they need to complete to achieve a learning level or grade (Maloy,90). I think that using student performance rubrics is good for both teachers and students. Teachers are able to provide descriptive expectations of what they want of their students and students are able to get a clear understanding of what the teacher expects of them ahead of time. I think that using student performance rubrics are a way for the teacher and students to communicate with one another. I created a rubric to go along with my performance assessment sample. 

Flamingo/Ostrich assessment Rubric
CREATIVITY	No pictures 0 pts	Unrelated pictures 1 pt	1 related picture per slide 3 pts	At least 2 related pictures per slide 5 pts
RESEARCH	No facts 0 pts	1 unrelated fact per slide 1 pt	1 related fact per slide/per bird 3 pts	At least two facts per slide/per bird 5 pts
GRAMMAR	More than 1 misspelled / misused word 0 pts	At least 1 misused or misspelled word 1 pt	Incorrect use of words, but correct spelling 3 pts	Words spelled correctly and used correctly 5 pts

reference: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #I

One/Two/Three time is an instructional mode that uses technology as a central element of classroom learning (Maloy, 309). Students are split into two or three smaller groups and rotate, every twenty to twenty five minutes, through different learning experiences, sometimes called small-group rotation. At least one or two of the groups will use the computer for their activity. They call one/two/three time learning centers in elementary school, but it can also be used in upper level classes. What I liked about this instructional mode was that it helps large classes become more manageable and students are able to get individualized instruction or extra practice. Using one/two/three time is more effective than whole class instruction because it doesn't leave students detached from learning activities. I think that small-group rotation is a good and useful instructional mode because students are involved more in what they are learning. I created three small group activities that would be an example of one/two/three time when working with sight words.

Group 1	Group 2	Group 3
Activity 1: Students will be in a group of three or four and will use their sight words to play bingo. Each student will take a turn choosing a word and will say the word aloud and use it in a sentence. (Students will rotate to next activity)	Activity 2: Students will work in pairs or a group of three on the computer and create a story on Storybird using their sight words.  (Students will rotate to next activity)	Activity 3: Students, in groups of two or three, will go on a scavenger hunt around the classroom, and find their given sight words, using the clues they have.  (Students will rotate to next activity)

What I found interesting in chapter twelve was the concept Crowd Funding; using the internet to do educational fundraising (Maloy, 318). The two websites that the book mentioned were kickstarter and PeerBacker. Teachers and school are able to go on and create profiles and post what they want to fund. Many teachers have found ways to build small-scale partnerships with local businesses, service agencies, and charities (Maloy, 319). What I liked about crowd funding was that teachers and schools are so interested in supporting education. I feel like it is important that they are given these many resources to support their interests and help them.

As a way of integrating more technology in the classroom, the B.Y.O.T program has been launched at some schools (Maloy, 309). B.Y.O.T stands for Bring Your Own Technology, and is sometimes called bring your own device. With this program, students are allowed to bring any technology device that can be used for educational learning purposes. I believe that this program can either be a good idea, or a bad one. I say a bad idea because some students may have some of the newest or latest devices, while others may only have older devices. Another way B.Y.O.T could be a bad idea is if a teacher is not up to date with the new technologies that students are bringing to class. In order for this program to be beneficial, I think that schools should provide those with no technology devices with devices that they will be able to use in the class and not be left out. The book mentioned that students can buy or rent laptops for schools that can’t afford it for them. Teachers would also have to have a good amount of knowledge on the latest technologies being used. They need to be familiar with these technologies and how they work.

photo credit to googleimages

reference: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #H

Digital projector, photo credit to William Hartz on flickr

Chapter nine shared a lot of multimedia technologies for teachers to use. Some teachers may use a digital projector or a document camera in the classroom. Both of these tools expand how PowerPoint can be used as a student-engaging form of information presentation (Maloy, 220). A digital projector can be used to project images from a computer to a large screen. A document camera projects images from books and other materials onto a large screen, or whiteboard (Maloy, 326). I think that these technologies make it easier for teachers to present a lesson more effectively. Before these multimedia technologies were introduced, teachers used an overhead projector and photocopies of material to expand their lessons. Now they are able to use the digital projector and camera. What I liked about the digital projector and camera is that they can transform the computer screen into a “theater-like learning environment.” (Maloy, 220) 

Next-generation presentation tools are tools that encourage nonlinear, dynamic presentations that expand how students think about topics (Maloy, 224). Teachers and students use next-generation presentation tools to expand how information can be shared in the classroom. Prezi, Animoto, and Glogster are some presentation tools that are used. Prezi allows teachers and students to create visual displays online using nonlinear approaches to information and edit slides. Animoto allows teachers to expand how information is presented and received through video clips, pictures, sound, and text (Maloy, 224). With this tool students can create digital storytelling projects. Glogster lets teachers and students create digital posters, glogs, which combines the use of images, sound, and graphics with text. What I liked about glogster is that the students and teachers are able to share their posters through email, on a website or a blog. I liked the fact that both teachers and students are given a variety of tools to help them expand the information.  I feel that it makes teaching and learning more creative and engaging. Below is a sample Prezi PowerPoint. 

credit to Prezi

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #G

                Differentiated instruction is an instructional approach that teachers use to create different educational experiences that meets the learning of individual students (Maloy, 248). With this instruction teachers create different learning styles that benefit the students individually. Also, students are given the option to work on task according to their interest. What I like about differentiated instruction is that all of the students are learning from the same curriculum, but just in ways suited for them individually. The book gives an example on how students are split up into groups to learn about probability. Even though each group is doing different tasks, they all are still learning about probability. I think that differentiated instruction is good for both teachers and students because it gives them a sense of being comfortable when teaching and learning.The Differentiated Classroom is a book that I found that helps teachers with differentiated instruction. 

                I've learned about word clouds during this course, and find them to be fun and creative. A word cloud is a visual representation of text (Maloy, 253). Teachers and students can display written words visually on the computer. Word clouds can be effective when focusing on discussion openers and graphic organizers for students. What I liked about word cloud is that it gives an idea of what the topic will be about. I also like this because it interests those students who learn better visually. Tagxedo, a word cloud site, stood out to me the most because of its creativity. It lets you create cloud patterns in shapes of animals, famous people, and geographical maps. I liked that idea because not only does it interest the students, it enhances what they are learning about. I created an educational word map on Tagxedo.     

                Some students have a difficult time spelling words or understanding concepts. What’s good about electronic spellers and dictionaries is that they provide students with accurate spelling and meanings of words. Another good thing about these devices is that students that have hearing impairments, or are just learning English can use headphones to help benefit them. The Speaking Homework Wiz was a cool device I found in the book. It contains a 46,000 word dictionary and a spell checker with word pronunciation Maloy, 256). What I liked about this device was that you could also look up words within your definition of a word. I think that electronic speller and dictionaries are helpful to students. They are given the ability to learn how to spell correctly and know the meanings of words. 

photo credit to googleimages

                
















References Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.
             

Digital Badge #F

Many teachers are now engaging in educational networking (Maloy, 189). Educational networking is a social networking technology that teachers use to communicate about educational and professional purposes. What I like about this network is that teachers can use it for many purposes: group editing of projects and writing, exchanging educational research information (Maloy, 189). This website makes it easier for teachers to be able to work together and collaborate all of their ideas. Ning is an online service that I found in the book that’s good for teachers to use. This network allows people to create their own social network. What I liked about this was that you could make your network private. This is good for teachers because they are able to control their network and what goes on on it.

Collaborative learning environments involve students working together to solve academic problems. The role of the teacher is to support peer-to-peer interaction, social learning and technical use (Maloy, 204). I like the idea of having collaborative learning because it gives students the ability to work in teams, make hypothesis, mistakes, and hear other perspectives. Wikis is a good collaborative network for students to use, and it’s something that’s new to me. Wikis requires students to work as a group in order to create a page. I like this network because we get to work with each other and help one another put together a page. What’s also good about wikis is that were able to help revise our peers work. This collaborative learning website gives students the ability to understand how we can process knowledge and generate and revise it through group work. I would recommend wiki for classroom use of collaborative learning. The picture below is a group of students working together on a project.

Photo credit to UF InfoCommons on Flickr

Computer-mediated communication is an electronic communication used to exchange information. What I like about computer-mediated communication is that teachers are given a variety of ways to communicate inside and outside of the classroom. Communication technologies that teachers use to communicate are through email, teacher or classroom websites, blogs, and online discussions. Teachers could use e-mail to communicate among other teachers. Teacher or classroom websites could be used to inform families and students of their work. Blogs and online discussion could be used by teachers when sharing ideas or information about topics. I used canvas to create a design on blogging and emailing.

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #E

Digital games for learning are computer and web-based games that are operated to teach students academically. I like the idea of teachers using digital games as a tool for learning because they help motivate and engage students more. Digital learning games are also good for students who aren’t interested in learning. The book mentions that digital games have the potential to improve students’ attitudes about learning even difficult subjects (Maloy, 171). A digital game that I was familiar with was freerice. I remember playing that game in our technology class and found it very interesting. I like this game because it asks questions about different subjects and for every correct answer ten grains of rice would be donated. It made me want to get every answer correct just for the donation. I think that this would be a good digital game to use to study for tests. I used flipquiz to show my own example of how digital learning games can be used.

Higher-order thinking and lower-order thinking are different forms of thinking that came from Bloom’s taxonomy; a system used for classifying thinking skills. Lower-order thinking focuses on memorizing and reproducing knowledge with little or no reflection of problem-solving (Maloy, 328). While higher-order thinking focuses on processing information and solving problems in ways that promote new meanings and understandings (Maloy, 327). An example that they used in the book for lower-order thinking was by having students memorize spelling words. To encourage the higher-order thinking the teacher would have students write a poem or create a dialogue for a skit using those spelling words (163). I like the idea of these two concepts because they push students to think more. I also think that starting with lower-order thinking, and progressing to higher-order thinking benefits those students who have a hard time learning. I used storybird to create an example story of what a student might do using higher-order thinking with their spelling words.

references:  Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #D

Search engines are computer programs that locate webpages that are linked to its database (Maloy, 329). What is so interesting about a search engine is its speed and how fast it can receive so many different webpages. People are all over the internet using search engines to locate information.  Google is the most popular search engine, but what I liked is that teachers and students can benefit from the search tools. They are able to go on search sites that are more academic than going on a regular search engine. Table 5.1 in the book lists different search researches that teachers can use. One that I was interested in was Artcyclopedia; work of arts and famous artist from history and the present (Maloy, 105). I liked the fact that teachers are given these specialized search engines because it makes it easier to focus more on the academic side.

                E-books are books that are digitally read on devices called e-reader. Anyone who has an e-reader can download magazines, newspapers, and any other printed materials (Maloy, 102). The Barnes and Noble Nook is a popular e-reader, and instead of going to buy paperbacks you can download them digitally to your nook. I like the idea of e-books because they are both effective in school and at home. Now they’ve started to make e-books for colleges. I thought that was a good idea because a lot of students are taking more than one course, and using more than one textbook. It makes it easier for us to hold on to our readings, than having to carry multiple textbooks. I created a map showing the different e-readers that we have and reading apps that are available for tablets and smart phones.

                Electronic-note taking is when you take notes using computer technologies or apps. I think that electronic-note taking is way more effective and easier than hand-written note taking. I came across Evernote, a web-based program used to access your materials from any device. I liked this website because you’re able to look up any of your saved notes on any device you use. I also found it helpful for students who are working with multiple materials. They are able to use Evernote to store all of their materials and go back to them later.  OneNote was a cool one that I was interested in. it’s a commercial software program and app for mac and PC computers (Maloy, 106). With OneNote you can use word document to take notes and also record lectures. As you take notes, you can record what the teacher says. I found that helpful because while you’re taking notes you could have forgotten what was said. Using OneNote you’re able to go back and listen to your recordings. 



References:

 Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #C

Active learning requires students to work, both mentally and physically in order to understand the task at hand. With this learning, students are more engaged when doing things, instead of just sitting and listening to a teacher all day. The example they used in the book was of how the students did shadow tracings to find out how the sun and earth moves. I thought that that was a good active learning lesson plan because the students were engaged, working mentally and physically. I think that active learning teaches students that they can expand their ways of learning through more complex ways than the traditional. The photo below is showing how students are working mentally and physically.

photo credit to The Kilens on Flickr

Any feedback is good feedback because it’s letting someone know how they are doing in a particular setting. In education, feedback is when the teacher and student communicates among tasks. The feedback teachers give lets the students know if they are in the right direction or off track (54). It also encourages the students to learn from their mistakes. I like feedback because I feel it does helps students. They are able to know what’s going on and what needs fixing. Students can gain confidence by knowing that they can make a mistake and be able to fix it. The book lists ways that teachers could use feedback in technology, such as through email, online discussions groups, and blogs (54). I connected with that because we do all of these and they are helpful with feedback.  It’s great for students to know that they can be wrong.
There are four teaching methods that teachers use to actively engage students in learning. The two that interested me were learning groups and inquiry learning. With learning groups, the students are engaged in working out problems together in ways that produce high-quality explanation and performances among peers (52). I liked doing the learning groups because the students get involve with one another and work as one. This teaches students communication skills and how to cooperate with others. In inquiry learning, the students get engaged in projects that require them to do authentic and active work by investigating relevant questions in a subject field (52). This kind of learning helps students to think critically and use information in different ways, such as through researching hypotheses, collecting data, formulating conclusions, and presenting their findings in oral or written formats (52). I think that inquiry learning can help students to increase problem solving skills and use their critical thinking skills more. The photo below shows a group of students working together in learning groups. 

photo credit to theunqietlibrary on Flickr

references:

active learning. (n.d.). Flickr. Retrieved September 11, 2014, from          http://www.flickr.com/photos/tags/photo/

learning groups. (n.d.). Flickr. Retrieved September 11, 2014, from http://flickr.com/photos/tags/

Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

           

                  

Digital Badge #B

                I came across the concept teacher-centered teaching. It’s an instructional method that teachers use to organize instruction based on their decided goals and objectives (330). These teachers focus more on one side of the philosophy continuum, more like the traditional way of teaching. Their roles are being the explainer, and not the facilitator. I don’t think that there should be any teacher- centered teaching in the classroom because I don’t think that the students are learning in a way that is fun. Teacher- based learning goes by test scores and other assessments to see if an individual has learned or not. The goal is to want the students to learn, but it shouldn’t be based on the teacher’s decision, but on what the students are interested in. Being tested doesn’t give students the ability to think critically or be creative.

                That is when I read about student-centered learning. It’s a learning method that organizes academic instruction around students’ interest and learning progress (329). They believe that the role of the teacher is to create puzzles, asks questions, and engage in conversation with students (36). I agree with this type of learning because I feel that the teachers are focused more on the students, instead of just getting the job done. I think that teachers being involved gives the students’ a feeling of security. Asking questions is also good because it lets the teacher know who understands and who doesn’t. Student-centered learning doesn’t use test scores as a way of who is learning. Instead, they use projects or other classroom assignments. I liked this because students do get to think differently, and have with it. They are also letting the facilitator know if they are or are not learning.

Computers and other digital devices help enhance the work of teachers in instructional practices. Instructional practices is when the teacher interacts with the students directly. Technology enhancements can help with using the web for class discussion, computers for presentations, or using different technology devices for in-class assignments or activities (30). I liked the fact that technology can be supportive of these instructional practices. Students are able to use e-mail for feedback, and teachers can create blogs or websites showing notes from class (30). 

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.

Digital Badge #B - Chapter 2

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photo credit to andy castro on Flickr

A technology-based learning environment gives students the ability to do classwork beyond class. Teachers can also be more involved with their students and be able to help them outside of school. This learning environment is very useful and nothing like the past. I remember having to turn in assignments by hand in high school. Now, we’re able to submit online assignments. Before, if we needed help with something we would have to either figure it out or wait for the next class. Using technology based learning; students can look up online tutors on wiki, or a class website. I agree that technology based learning makes learning more fun, especially for students who are interested.

A technology-based learning tool is a learning tool that teachers have the option to use. Using this tool, teachers are able to individualize their instruction for students in need of it, and do less whole group instruction. I found this tool helpful because it meets the students’ needs individually. Not every student learns the same and the technology based learning tool helps them learn in a way that helps them. I also found it helpful because it gives students the tools that they need to better understand their work.  For those of us who are virtual learners, technology based teaching tool would be a lot of help. For example, I like to go online and work on my math more instead of listening to the professor because I understand more of what I see as to of what I hear. I’m given the opportunity to learn the content and feel confident about it.

Technological pedagogical content knowledge (TPACK) is when teachers combine three forms of knowledge together to make learning more exciting and interesting for students. The book calls it ‘teaching 21st century skills with 21^st century technology tools’. I think that this I a good invention because not only are teachers using one way to teach, but their combining and using all three. It’s helpful to the students because they still have those different needs. It’s about meeting those needs and when using TPACK teachers are able to do so.

I feel that the three technologies I chose are helpful to students and teachers. Not only does it make teaching and learning easier, but I think it makes students want to learn and go to school even more. 

references: Maloy, R. W. (2014). Transforming learning with new technologies (2nd ed.). Boston: Pearson.