Perfect Fit-- Technology and Differentiation

For the past few weeks I have been learning how to use the content management system, Moodle, to plan lessons in the different subject areas. Although it has been overwhelming at times planning lessons in a new way, it has also been very rewarding to see the opportunites that digital teaching has for all the students in the classroom. Digital teaching lends itself very well to differentiation and the possibilities on how it can be used to promote and to extend learning are endless. For each lesson in ELA that is planned in Moodle there is a section specified for differentiation. During today's lesson the students were expected to read a memoir and to create jot notes based on specified sections of the text. In order to ensure that all students met success during the activity, an option was given to listen to the memoir while tracking text. Students were then asked to create jot notes based on the information that they heard. I was particularly impressed with a student who was usually off task because reading was difficult for him. He suffered from low academic self esteem and was usually a class distraction because he was unable to complete his work independently. This option to listen to the memoir and then to create the jot notes allowed him to succeed at the task independently. His technological skills also helped him because he quickly discovered how splitting the screen could allow him to write his jot notes and to have access to the sound recording where he could replay sections of text. After the activity, he was very proud of his product and he commented numerous times how a teacher didn't have to remind him to get back to work. His academic self esteem increased today and it was due to digital learning.

Delivering Authentic Curriculum without Technology... Is it Possible???

I have been unpacking outcomes in the ELA curriculum and I am interested in how many times that technology and multimedia are mentioned in either the outcomes or the indicators. Using multimedia literacies is an expectation by the Department of Learning; it is not a choice. Because of the prevalence of technology in the curriculum,it makes me wonder how authentic curriculum can be delivered without extensive access to technology? I am extremely fortunate that I am part of a 1:1 computing classroom and have access to technology whenever it is required. Technology is a tool in our classroom and is used to enhance the lesson plan. Multimedia literacy skills are taught when there is a need and are based on a specific task or assignment that is, in turn, based on the particular subject outcomes. Multimedia literacy skills are never taught in isolation. Yet, if I was in a traditional classroom how could I manage to cover all the expected outcomes requiring multimedia when I am relegated to only a few hours a week in a computer lab? In a traditional classroom I also would not have time to teach and have the students practice the necessary skills to create a multimedia presentation or to compose texts and graphic representations. (CC5.2 indicator "h") Using multimedia literacies effectively in the classroom is extremely time consuming and definitely requires extensive access to technology like a 1:1 computing classroom allows.

Collaboration.... the possibilities!!

We are into the second week at school and I am starting to understand the tremendous possibilities that come with teaching in a 1:1 computing classroom. I am able to work with teachers and classrooms that I wouldn't have considered when teaching in a traditional classroom setting. For example, a partnership has been created with a grade 12 biology classroom that is in a community an hour away. We are working on a science unit focusing on plants where our grade 12 buddies will help us learn about the processes of photosynthesis and transpiration. The grade 12 buddies and their teacher are taking the role of "plant experts" and I am excited that my students will have a direct link for questions and to possibly delve deeper into a question through an inquiry approach. Multiple intelligences were used as a way of pairing grade 12 students with grade 5 students. I am particularly interested in observing the personal relationship that is established between the students. Will pairing the students based on their multiple intelligences help the students make a connection because they share common traits? I can already tell that we are going to learn a lot through this buddy experience and I can't wait for the students to be able to Skype each other and to begin building their relationships!!