Week 5

After studying chapter 13, I decided to blog about objective 5: Outline how performanced based assessments provide accurate evidence of student technology-mediated learning. We now know that performance based assessment are activities where the student's performances of skills meet specidied quality standards. This allows direct observation of what the students know and what they are able to do. This specific type of assessment allows for open ended responses. So, instead of just assessing the product, the teacher's assessment of the students is the process AND product. Observing the process provides the accurate evidence of student technology-mediated learning.

As a teacher, I am able to let my students work as a group on a certain unit while integrating technology an dI can observe my students learning while using technology. The summative evidence with this type of assessment allows me to assess both the process and the product. I really like this type of assessment as a teacher because it allows me to let the students focus on demonstrating their knowlede and skills with the technology (powerpoint) and the subject matter, rather than just answering specific questions. As a teacher this type of assessment means I must have a clear purpose, and observable criteria and of course the appropriate setting.

This assessment really seems to be in the students best interest. Especially for those who dont do well with taking tests. It lets students learn how to work as a team as well. However, I was really interested in how much you grade on the process vs the product and visa versa. Or what if you have a group of kids and one takes complete control while the others just sit there? Do you grade individually or as a group? Is there any keys a teacher should be looking for besides the knowledge, product and perfromance skills? Are we positive a student wont fail at the performance part but knows the product part of the subject matter very well? The book doesnt seem to cover any problems that may occur with this assessment.

WEEK 4

After reading chapter 12: Designing, Implementing, and Relfecting on Instruction with Technology, I decided to relfect on objective #4; Describe some guidelines for teachers when engaged in teaching a lesson with technology. I figured some important guidelines for teachers are those that include extensive consideration of content and how technology is involved. Teachers need to be able to scaffold learning to the student's abilities as well as monitor and regulate the activity as lessons progress. This means that we as educators must be capable of guiding students with technology depending on their level. Also, just as important, they must be able to monitor classroom activity and have the ability to make adjustments quickly.
This really affects me as a teacher because I need to be concerned with my student's progress at all times. That means that I must think carefully and more in depth when planning appropriate lessons with technology. We all must be familiar with the technology ahead of time and be prepared to troubleshoot any problems! Most importantly, I must be able to reflect my results from teaching.
This chapter left us with many questions to ask when teaching a lesson: Will I help them fix problems, or let them try on their own? Will I guide my teaching by teacher-centered or student-centered? However, it never told us what the answer should be in specific situations! I also wonder what to do if the teacher is the one who needs help with the technology in order to incorporate them into the lesson plans? Finally, I wondered about what ages are appropriate for blooms taxonomy's level in the books examples?

WEEK 3 REFLECTION

CH. 4 EDCI 320

Technology has significantly affected peoples lives and in order for students to be technologically literate in the twenty first century they must be able to understand what technology is, how it works, and how we can use it efficiently to solve problems and make decisions.
After reviewing the NETS * S and understanding much more about the six standards, I will be more aware of incorporating technology into all academic unit plans. Using technology benefits not only teachers but the students as well, it allows the students to receive information from multiple experiences. This encourages teachers to become more diverse in their teachings.
Throughout this chapter, they had great instruction. However, I wish that they would have elaborated a little more on what kinds of technology you use for what ages, especially younger grades.