I feel like I have definitely come away from ITEC 7430 with an arsenal of new tools to try and with the confidence to try these new tools in my classroom. I have enjoyed reading classmates’ blog posts to glean ideas for incorporating various technologies so that I can ensure I am not implementing technology for its own sake, but rather for the sake of improved student learning and increased student engagement. Several of my department members at my school have already benefited from my newfound tools since I’ve shared their uses in professional learning sessions, and basic screencasting tools have helped me to archive several presentations on new tools to be shared on the technology section of my school’s website so that teachers outside my department can also benefit.
Padlet is certainly the most fun tool I’ve picked up this semester. I’m a “sticky-note” lover anyway, so I especially like the visual appeal of Padlet; however, more than that I love how simple Padlet is to use in the classroom. In no less than 30 seconds, I can create a new Padlet, customize the URL, and have students adding thoughts to it. I’ve used it as both a bellringer tool and a ticket-out-the door, asked students to post original sentences using vocabulary words, and asked for their opinions on controversial topics presented in the literature we’ve read. I love being able to have all students post their thoughts at the same time and then project the Padlet onto the overhead screen where classmates can read the thoughts of their peers. I’ve learned so much from some of the “quiet” kids in my class and discovered a great way to assess them formatively even if they are not willing to speak up in class.
Google Drive and its host of included tools has perhaps been the most meaningful tool I’ve acquired. As an English teacher, I believe that Google Drive will revolutionize the way I have students complete and submit products. My students have been very receptive to Google Drive, especially those who never had access to Microsoft productivity software at home. They love that they do not have to remember their flash drives each day, and I love that they can submit papers to me electronically; this dramatically eliminates the number of students who do not have their assignments because their printer just so happen to run out of ink or get struck by lightning the night before an assignment is due! I like being able to keep a copy of students’ assignments throughout the entire year as a backup method of record keeping and as way to measure progress. I especially love the collaborative feature of Google Drive; my students have completed group assignments using this tool, and I’ve used the revision history option to see what content each person has contributed. I’ve recently tried using Google Forms in the classroom as a means of group work and as a “game” to review material. Groups have completed an assignment in a Google Form, which I have linked to a spreadsheet; I can easily see all groups’ responses in a single spot without having to collect an assignment from any group or from individual students. As a game, I create a Google Form with one question and project the linked spreadsheet on my overhead screen; as students submit answers, they populate the spreadsheet in real-time, so it is simple to see the first person that was able to submit the correct answer!
I do think that this class has been practical and beneficial; it already has and will continue to transform the way I integrate technology in my classroom.
Padlet is certainly the most fun tool I’ve picked up this semester. I’m a “sticky-note” lover anyway, so I especially like the visual appeal of Padlet; however, more than that I love how simple Padlet is to use in the classroom. In no less than 30 seconds, I can create a new Padlet, customize the URL, and have students adding thoughts to it. I’ve used it as both a bellringer tool and a ticket-out-the door, asked students to post original sentences using vocabulary words, and asked for their opinions on controversial topics presented in the literature we’ve read. I love being able to have all students post their thoughts at the same time and then project the Padlet onto the overhead screen where classmates can read the thoughts of their peers. I’ve learned so much from some of the “quiet” kids in my class and discovered a great way to assess them formatively even if they are not willing to speak up in class.
Google Drive and its host of included tools has perhaps been the most meaningful tool I’ve acquired. As an English teacher, I believe that Google Drive will revolutionize the way I have students complete and submit products. My students have been very receptive to Google Drive, especially those who never had access to Microsoft productivity software at home. They love that they do not have to remember their flash drives each day, and I love that they can submit papers to me electronically; this dramatically eliminates the number of students who do not have their assignments because their printer just so happen to run out of ink or get struck by lightning the night before an assignment is due! I like being able to keep a copy of students’ assignments throughout the entire year as a backup method of record keeping and as way to measure progress. I especially love the collaborative feature of Google Drive; my students have completed group assignments using this tool, and I’ve used the revision history option to see what content each person has contributed. I’ve recently tried using Google Forms in the classroom as a means of group work and as a “game” to review material. Groups have completed an assignment in a Google Form, which I have linked to a spreadsheet; I can easily see all groups’ responses in a single spot without having to collect an assignment from any group or from individual students. As a game, I create a Google Form with one question and project the linked spreadsheet on my overhead screen; as students submit answers, they populate the spreadsheet in real-time, so it is simple to see the first person that was able to submit the correct answer!
I do think that this class has been practical and beneficial; it already has and will continue to transform the way I integrate technology in my classroom.