Effective Technology Integration - EEND678Z3
Artifact #1
PBL Unit
Creating a PBL unit was very practical, important, and challenging. I chose a topic that we already spend time studying in the first grade classroom, "Oceans and Sea Creatures." In creating this unit, I understood that PBLs should incorporate, "...a real-world problem... presenting the solution through a multimedia approach..." (Wolpert-Gawron, 2015) Our current ocean unit involved non-fiction research and informational writing. In the practical sense, it seemed logical to incorporate PBL into this unit already in place. With some reevaluation and major tweaking of our current unit, transforming it into a PBL involved identifying a problem, and developing a solution. There are many issues and concerns correlated with our planet's oceans; when designing the unit, I needed to think of one that students could feel they are directly impacting. This video provides a clear, kid-friendly portrayal of the dangers of plastic use, and how it impacts our oceans. I felt as though first graders could connect to this, and find the topic very important, as plastic is something they use on a daily basis, whether it be at lunchtime or while grocery shopping. The challenge in developing this unit came when pondering solutions to the problem. What can first graders do to reduce plastic use and identify the impact they are making? I wanted to also incorporate math into the unit, so I decided that selling reusable bags during lunch time would give students an opportunity to experience reducing plastic grocery bags, as well as work with money. Overall, creating this unit will provide a meaningful and authentic experience for the students, as opposed to our traditional unit of factual information. My experience in creating the unit presented practical implementation, and the significance of our topic, though challenging to create.
Sources:
It's Okay to be Smart. “How Much Plastic Is in the Ocean?” YouTube, YouTube, 28 Mar. 2017,
www.youtube.com/watch?time_continue=2.
Wolpert-Gawron, Heather. “What the Heck Is Project-Based Learning?” Edutopia, George Lucas Educational Foundation, 13 Aug. 2015, www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron.
Sources:
It's Okay to be Smart. “How Much Plastic Is in the Ocean?” YouTube, YouTube, 28 Mar. 2017,
www.youtube.com/watch?time_continue=2.
Wolpert-Gawron, Heather. “What the Heck Is Project-Based Learning?” Edutopia, George Lucas Educational Foundation, 13 Aug. 2015, www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron.
Artifact #2
Screencast
Screencasting is such an impactful and creative way to communicate information to students. Throughout this assignment, I learned about "flipped classrooms," which I did not know of prior to the module. I had a bit of experience creating screencasts; however, flipping a classroom using screencasts transformed my mindset on how impactful screencasts can actually be. My previous impression of a screencast was simply that it was a unique and fun way to communicate information. Now I understand that it can be used in an extremely effective way. According to an article on Acrobatiq.com, " The group learning space... becomes an interactive environment where the educator guides students through applying concepts and engaging creatively with subject matter" (2017). The classroom is transformed through flipped learning and screencasts; the students learn the content through the screencast prior to the lesson, and classroom time is spent on application, rather than direct teaching. I relate this to my experience teaching math. We spend the majority of our allotted math block on direct instruction. If this time was spent on application, the students can achieve more practice, and differentiation because time allows. Additionally, students who are struggling with the concept can work in a small group with the teacher for supplemental facilitation, as opposed to feeling lost in the whole group.
Sources:
Acrobatiq Guest. Thinking about Flipped Learning? Advice on How (and Why) to Start. Acrobatiq Powered by Carnegie Mellon. 12 June
2017. http://acrobatiq.com/thinking-about-flipped-learning-advice-on-how-and-why-to-start/
Sources:
Acrobatiq Guest. Thinking about Flipped Learning? Advice on How (and Why) to Start. Acrobatiq Powered by Carnegie Mellon. 12 June
2017. http://acrobatiq.com/thinking-about-flipped-learning-advice-on-how-and-why-to-start/
Course Reflection
Throughout this course, I learned many meaningful and authentic ways to integrate technology into the classroom, particularly in the area of PBL. This concept frightened me prior to this course, as I had little to no knowledge on it; however, this idea can now be implemented due to this course.
PBL (Problem/Project Based Learning) sounds intimidating, or so I thought when we first started learning about these unique units. The idea of giving students the reigns to take hold of their own learning caused anxiety for this very structured, organized first grade teacher. The article "What the Heck is Project-based Learning?" by Heather Wolpert-Gawron is one that transformed my mindset. This easy-to-read, non-technical article introduced PBL in a new light. Wolpert-Gawron says it best in the article by stating, "You know the hardest thing about teaching with project-based learning? Explaining it to someone" (Wolpert-Gawron, 2015). The author understands the complexity and fear that comes with PBL, but she turns the typically complicated topic into something approachable and explainable for educators. She states that, "Kids show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other" (Wolpert-Gawron, 2015). This meaningful statement is the essence of education that all teachers should be able to understand and connect with; interactions, collaboration, and self-assessment are all aspects of lessons that educators strive for.
Additionally, I was very intimidated by PBL is because I feared that our current units would all need to be disposed and replaced. This article proved me wrong. The author explains, "PBL doesn't ask you to replace your content. It asks that you create a vehicle in which to communicate your content" (Wolpert-Gawron, 2015). Many teachers, myself included, shy away from new ways of instruction because it challenges what it already in place. When developing my PBL unit for this course, I kept this concept of creating a vehicle in mind, and implemented the PBL concept into a unit we already have in place. Because of this article, I know that PBL does not need to be overly-complicated; it can be used as a new way of delivering the content that is already established.
In all, this course allowed me to think outside of the traditional classroom. Instead of fear, I feel excitement when I think about implementing PBL. Knowing that students will learn through real-life, cross-curricular experiences is something that should be embraced.
Sources:
Wolpert-Gawron, Heather. “What the Heck Is Project-Based Learning?” Edutopia, George Lucas Educational Foundation, 13 Aug. 2015, www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron.
* Please leave any comments on the "About" page.
PBL (Problem/Project Based Learning) sounds intimidating, or so I thought when we first started learning about these unique units. The idea of giving students the reigns to take hold of their own learning caused anxiety for this very structured, organized first grade teacher. The article "What the Heck is Project-based Learning?" by Heather Wolpert-Gawron is one that transformed my mindset. This easy-to-read, non-technical article introduced PBL in a new light. Wolpert-Gawron says it best in the article by stating, "You know the hardest thing about teaching with project-based learning? Explaining it to someone" (Wolpert-Gawron, 2015). The author understands the complexity and fear that comes with PBL, but she turns the typically complicated topic into something approachable and explainable for educators. She states that, "Kids show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other" (Wolpert-Gawron, 2015). This meaningful statement is the essence of education that all teachers should be able to understand and connect with; interactions, collaboration, and self-assessment are all aspects of lessons that educators strive for.
Additionally, I was very intimidated by PBL is because I feared that our current units would all need to be disposed and replaced. This article proved me wrong. The author explains, "PBL doesn't ask you to replace your content. It asks that you create a vehicle in which to communicate your content" (Wolpert-Gawron, 2015). Many teachers, myself included, shy away from new ways of instruction because it challenges what it already in place. When developing my PBL unit for this course, I kept this concept of creating a vehicle in mind, and implemented the PBL concept into a unit we already have in place. Because of this article, I know that PBL does not need to be overly-complicated; it can be used as a new way of delivering the content that is already established.
In all, this course allowed me to think outside of the traditional classroom. Instead of fear, I feel excitement when I think about implementing PBL. Knowing that students will learn through real-life, cross-curricular experiences is something that should be embraced.
Sources:
Wolpert-Gawron, Heather. “What the Heck Is Project-Based Learning?” Edutopia, George Lucas Educational Foundation, 13 Aug. 2015, www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron.
* Please leave any comments on the "About" page.