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Module 13 TTL 1

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26 views7 pages

Module 13 TTL 1

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Models of Tech : nology-Enh al iatrofel esate ae OTe aiid |dentified how a technology tool is integrated in a les 1 fied how a i Lis i lesson ey integration 41 nd 2, Evaluated a samy ple lesson with th suggested how it can be aaa 1e element of technolo; rw de the preference of way of teaching in this century may outmos present learners. The teacher providing the information while taking the center stage may not hold students’ attention for a longer time. This still works, howevet with the appropriate use of the right technology tool or application, lesson The conventional x limited to being engaging. ‘The roles that learners play in this millennium, are no Tonge formation. They desire to be actively involved in the retrieval of vrething unconceivable a receiver of in information, repackaging them and using them to create SO before. Gus Activity: Word it Out! ato several smaller groups. at TeachThought e What They Know. 1. Divide the class i he items thi posted entitled 100 Things 2, As a team, study # ‘Students Can Create To Demonstrat 3, If you are going t0 teach, select one output that you want your own students to do after a lesson. 4, What instructional materials OF digital tools will you use to guide your students? Discuss your answer with your team members. Share your ideas to the big class. Mode 5- Tears and Princes inthe Use and np ad Ds Te ee es istructional Lessons. ‘Scanned with CamScannee 100 Things Students Can Create To Demonstrate What They Know Self-Directed 2" apt Loy class Sculpture “avatar Baloo! Word tte row". Visualization vipat, Media spay StreaMN coon, How Organizer yelp Blog, 50% cottage Show rifomercial ony Tenet Product podcast ee Drwductiteh Take TT) Cirle noard closary Recording SAY Google™ panel Brandi vost DISCUSSION" ie ok Caan Role Pay Mock ~ Monologue PowerPoint Sako SY ong Come Report Playing/Task: ae welgtacrmet ee Social par i toa Boo MNemonstration Slideshow Play Project "8 prochure chart ‘luterview Ma raph OHO Hews CAE Soprine Analery yan POSTE simulation Video aiverisemen Game Reference: https:/vww.teachthought.com/learning/60-things-students-can-create-to-demonstrate- vhat-they-know/ By TeachThought Staff Last updated Jun 24, 2018 The learning place can also evolve especially when you consider the varied roles that leamers play. They can lear and perform the task in any physical or virtual location. There is also the clement of flexibility since leamers can tackle assigned tasks. at preferred times or manner of agreed rules have to be established to curtailing their ingenuity, f doing them. However, certain provide the right amount of guidance without Leamers can become... Contributors - Learners can upload materials such as message, submit an output in a dropbox and add a picture or contribute to a digital a video or an audio, post a world using a ‘popup.’ Creators ~ Students can collate a digital Portfolio or commonly known as an ePortfolio or create a virtual poster or an int ractive resource, They can produce a digital story, edit the entries and share. “Technolgy or Teaching an Leaig 1 ‘Scanned with CamScanner or add documents and eBooks , -and they leam better hence, a well-integrated phase of technology i Communi nical Post a a .~ Using technology. tool Creating @ wiki we contribute Siudenis can chat with peers, 8 wiki, editing 4 , comment to th ad. Ge communicate their thou ne Iding to it gives the Saree it xy Skype creates a ne ights. Using the chat room or th ee eaecioe 4 new dynamic to what a learning place i nine lace is. Collaborator WS — Capstone proj ipstone projects can be outputs of collaboration Students. can participate in posti ate in posting ideas in a Fe asynchronous discussion, eens ideas in a Forum where there can be an the ality tee sion Using wikis to participate in group work with performing the iu a a task or comment on blogs are a few ways on r of a collaborator in a new idea of a learning place. There are man i application in pare oral ideas on how to integrate a technological tool or an eae etide peng the lesson. Identifying the possible role that students need 10 choose the appropriate way of using the right tool. The bottom line i: it ym line is for you to integrate technology because leamers become engaged is critical. One common tool is a mobile device. It is a computing gadget such as smartphone or a tablet computer that can be handheld and carried along by the tet If this tool is available, a creative teacher can strategize the meaningful use of mobile as a way of engaging the leamer al components of a clas as long as they are jearning for the integration of ualified and innovative teacher. sed as fundament: lly integrated to facilitate Ie rn informed judgement of a Tools must be u: appropriate and stategica technology in a lesson is a Blogs One interesting create and where yOu | basis which can inspire oF © allows you to share with the wo There are many kinds of blog am it was created. ’ . sucial in making your blog attractive to readers. Blogging lows you to improve your writing skills. Quality of cont in mak i and one of which is it al Provides benefits creating your own blog, explore Wordpress. It is a caeaina Just in case you Will start Platform. he blog, It is a webpage that you need to scan write and post your ideas. ‘These are updated on a regular ,ducate those who read it. It is an online journal that Id what you think or feel. 4 the type will depend on the purpose tool to explore is # for which ‘Mota 5 - Theories and Principles in the Use and Des sign of Technology Driven Lessons Leston 4 Modes of Tchnclogy-EnhancedInsruconal Lessons ‘Scanned with CamScanner ‘On the web... A. Research on the differences between WordPress.org ‘both may look similar but serve different functions, and Word-Press.com for Worithexon, B. Using Canva or an appropriate ‘tool, create an infographic that reflects the differences between the two. If you want to know more about WordPress you can find out by researching on the net. Once you know a digital tool or an application, the next'step is to think how you can use the tool when teaching a lesson in your class. 1. Blogging Ideas a. Reflect on Reading. Using blogs, post your reflections on a book that you are assigned to read. Picture Prompt, Post a blog on your reflection based on a picture Students can be given a word limit in writing a creative piece or a idea, b. Stat! Given limited time, students post their interpretation of @ Statistical data provided in class. This can be a homework assigned © them, DreamOn! In a social studies class, students can post about thet Gream destinations by describing the culture, the people and sce Spots. Pictures can be added to enliven the posts. 2. Web Conferencing Ideas % Expert Guest Practitioner, Invite somebody who is an expett it particular field into a web conte rence (e.g. Skype) , b. Share and Compare, Using web conferencing, data from a sie investigation can be shared to other groups or students from © schools. Technolgy for Teaching and Leaming 1 ‘Scanned with CamScanner c. Mediated Tu 7 torial, Th time for a tutorial, hrough web c . fori. Through web conferene be a mediated sce with an pi lekae aren eg erlaral : 2 ee . cing tools her through any of the followin, Meetin, ools for teacliers iB \gBrunner, GoToMecting, Yuga, sata ama On the Web... Padlet is anothe r aronnation for nother too! shat can be accessed online and suited for sharing tan be used for business Aa can allow engagement of students, Although it ut with creativity, it can be appropriate for educational purposes. One impot , will eel step to select a tool is to study it and its functions. Identify which your class while having in mind the main purport why you are engaged than ever one As a result, your students become more teaching the lesson. before. Explore the tool and s! online, Try to be familiar with what you ¢ you can proceed with the task given below. tudy its features when you get the chance to be e done this, ‘an do with it, When you hav Task: you can employ the padlet. Elaborate by lesson. Write your Give some suggested ways on Rov! wriately integrating the padlet in your creating details on approp! ideas in the second column. ction of the padlet is incorporate lesson dina Describe how the fun Technique using # padlet Brainstorm session Nose Theta and Be opt eretol ide 4. dé concep sshd 2d Insructonal Lessons ‘Scanned with CamScanner In designing a lesson, always remember that it is not about the technology tool upon which the lesson revolves. Rather, it has to be the objective of the lesson and the knowledge and skills to be taught that will guide you in selecting the appropriate tool or aid in order to achieve those objectives. So the following steps may be a good guide: Step 1: Identify learning objectives based on a topic or content. 1. Determine if the objectives are observable or can be manifested by the learner. 2. Consider the topic or subject matter that needs to be covered in the lesson. Step 2: Determine knowledge and skills. 1. Analyze students’ knowledge and skills. 2. Determine how students will be able to learn the knowledge and skills. 3. Look for resources that can be useful in achieving the objectives. Step 3: Select a tool or an instructional aid to use. 1. Be familiar with the tool you have selected and learn how to use it. 2. Consider the content that needs to be placed in the tool or the information that goes with the use of the tool. Step 4: Determine the method of assessment. 1. Use a criteria to evaluate the technology tool or instructional aid but always considering the content as the most important criterion. 2. Consider the quality of information, the technological skills needed by the students or how you can present the technology tool that would suit your objective. ‘Scanned with CamScannee quke a look at this sampl t ple lesson plan that employs the use of a mobi of a mobile device. A Sam} ple Plan Making Use of a Mobile Device Performance Outcomes: Learners must be able to. 1, identi i ! ideatty the plot of a given fiction (in literature) 7 an a summary of one section of the plot (any of the eginning, middle, or end) yerne 3. create a script to enact one section of the plot 4 ee a mobile device to document the section of the plot and which has to be uploaded for the class to review prepare Things Needed in Setting up the Classroom 1. Aliterary material from a book 2. Mobile device with a camera 3, Internet access (i.e. beyond cl connectivity in school) 4, Mobile devices have to be charged 5, Teacher needs to ensure that @ platform (e.g. a site, # BIOg, oF @ wiki) has ‘ass hours or at home if there is no internet fheir own material been set up where leamers can upload # Plan and Push the Instructional Flow a particular fiction literature such as a short story OF a the beginning, 1, After finishing Jements of a plot: particular text, discuss with Jearners the el he middle and the end of the story. 2, Divide the class into smaller groups assis plot of the story in any of the (1) beginning, m will write @ short script that summarizes the igning each team to work on the (2) middle, or (3) end. portion of the plot 3, Each teal jgned to them. : 4 eee DY wl act out # seene and make USS of their mobile device to + cord their final play ‘The recording will ther be uploaded to the class site (€-8- google site) oF 5 Tass wiki for the Fest ot he big class to view and comment. Je Possibilities sre written seript of 8 Scene can be acted out lik 1 Tip audio recording feahte of their mobile device the also be uploaded in the class site. 5 a team, create a different ending or inject a different twist in thé story. Z ‘The team can select the best plausible twist. ¢ in a radio play using vide Plausib! like in a podcast. This Pro’ sn Thats at Pcesin be Ut and Design letra Se icraop titan boned re ‘Scanned with CamScanner

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