EDET 628 Technology In Education - Rodawalt

An essential question to consider: How do technology-based assessments contrast with paper-based assessments?  What are the issues that you can encounter with technology-based assessments?  What are the benefits of technology-based assessments? Assessment via technology can be a strong area of debate as there are many times concerns about validity, reliability, and even rigor.  Your text presents ePortfolios as one way to address those issues. What are some other ways that technology can be used to enhance assessment experiences for students?  What are the areas of concern? One of the first objections to technology based assessment is that the modality of the assessment makes the assumption that all students are equally adept with technology and/or all students are equally interested in a technology based implementation. I know that in rural Alaska AND in the lower 48, kids come to school with very different levels of sophistication with regards to their use of technology.  That

Blog reflection question: Reflect about the information that you have encountered this week, the conversations you've had, and the progress you made in class.  Post a reflection post to your blog  that outlines your areas of confusion, celebration, and of interest.  Be sure to share the link to the blog post to this assignment. Truthfully I have been a bit overwhelmed trying to take in all of the technological options and trying to implement them into the classroom.   I feel like I am tinkering around the edges and not fully implementing anything.  While I find a lot of the tools interesting and useful, I feel like it would be a lot better if we had a technology committee that was curating the tools and getting the students on board.  In some sense it seems like I have been teaching the kids as much about the tools as I have been the content.  The exception is the Google suite of apps.  My students are becoming fairly proficient with Google Docs and Google Sheets.   Thus far

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction 1. Introduction of the essential question ( E1. How can different loan types, duration and interest rate affect the total cost of the purchase of a vehicle? E2. What elements of loans should be taken into account when making a decision on a car loan? E3. How can loan selection affect your monthly budget?) WHERE and WHY 2. The lesson begins with students given the opportunity to shop online for the car of their dreams.  The task is for students to locate the car, provide a detailed description of the options they have selected and find the Manufacturers Suggested Retail Price for the car. (HOOK) 3. Direct instruction on down payments and how the amount of down payments can affect the total cost of the loan.  Students will work through practice problems and then students will calculate the down payment needed for a loan on their dream car and calculate the amou

Blog reflection question: Reflect about the information that you have encountered this week, the conversations you've had, and the progress you made in class.  Post a reflection post to your blog  that outlines your areas of confusion, celebration, and of interest.  Be sure to share the link to the blog post to this assignment. Remember that this reflection is due  October 22, 2017 . Again, provide the link to the post to this assignment. This week has been full of visual literacy, especially in my Alaska History class.    Early in the week we viewed a film on the Klondike Gold Rush.  I have a small class and almost all of the kids are on IEP's so some of the readings we have been doing have been somewhat inaccessible to them.  It seems like they took in a lot more information from the film than some of their readings.  I also liked the film because it used period photos and gave the kids a real sense of what things were like. The second part of the week we started to

An essential question to consider: what value does visual literacy have in your classroom?  What digital tools can enhance visual ways to demonstrate meaning for students? Exploring this Internet generation's fondness, take time to get to know visual literacy. Here is a chapter from Dave Gray on visual literacy, and we would encourage you to scan it to familiarize yourself with visual literacy, if it is a new term for you. Here's the link:  click here .  For this week explore tools for digital storytelling, augmented reality images, and creating and sharing images.  Provide the link to your initial blog post to this assignment by  Wednesday, October 18, 2017 .  Remember to comment on your peers' posts. Visual literacy includes both the sophisticated consumption and creation of visual material. The importance of this has increased as students grow up in a society drenched in visual media. We are doing a large scale project in my classroom about the recen

An essential question to consider: How can the cognitive mapping tools presented provide a means for students to demonstrate their own thought constructs?  How can you be sure students are actively demonstrating their own meaning and not simply demonstrating constructs you've taught them? I actually ended up getting a subscription to MindMeister (https://www.mindmeister.com/) this week.   I was looking for a mapping tool that I could use with a project I a doing with students.  I am trying to design a class so I can offer students the ability to get dual credit for English, Psychology and/or US government. The project is focusing on the Las Vegas shootings (and other mass shootings).  The idea is for students to do research and profiles of the shooters in a variety of cases and then look at possible solutions as well as learn about the legislative process, constitutional issues and psychopathology. In setting up the project I definitely mapped it out in a way that made sense to

It was a busy week with meetings.  I also have decided to try to do some combination of classes for my fifth period.  Right now I have two classes during that period.  I have a handful of kids in US government and then a few more in a psychology class.  Our new superintendent is interested in seeing more collaborative classes and I thought this would be an opportunity.  I am planning on having my government and psychology classes collaborate on a project looking at three main issues.  First is the issue of mass shootings.  I feel like this is a natural collaboration as I can have the kids who want psychology credit do some case studies of the perpetrators in the most recent mass shooting incidents in Las Vegas, San Bernardino and Orlando.  We can look at the commonalities between the perpetrators as well as the difficulties in identifying them beforehand.  We can also look at possible mental health diagnoses for these people and the statistics involved in mass shootings in the US. 

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Spreadsheet Analysis of Loan Offers PERFORMANCE TASK(S):                                                                                                   Students will create a spreadsheet using Google Sheets or Microsoft Excel with the purpose of evaluating loan offers for the purchase of a new car.  Variables for analysis will include: 1. Required down payment for the loan 2. Interest rate of the loan 3. How the interest is compounded (daily or monthly) 4. The total cost of the loan 5. Monthly payment Written Rationale OTHER EVIDENCE:                                                                                                                 Students will explain the rationale for their selection of a loan offer for a new car. They will engage in a cost/benefit analysis of the various loans and defend their loan decision bas

Stage 1 Desired Results ESTABLISHED GOALS                           Alaska Standards: Government and Citizenship Standards G: A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should: 1) apply economic principles to actual world situations; 3) identify and compare the costs and benefits when making choices; Mathematics Functions: F-IF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context . ISTE NETS 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. Transfer Students will be able to independently use their learning to…