Technology Integration

Emerging Tech

Emerging Technology for Teaching and Learning (ECI 512)| Global Learning Unit

I was able to examine emerging technologies, as well as strategies for effective integration into teaching practices. It was my first time being exposed to detailed knowledge about Augmented and Virtual Reality, Artificial Intelligence, Wearable Technology, Robotics Education, and Coding.

Also, the topic of mobile learning was new, particularly because when we were in school, phones were not allowed in the classroom. In seeing the shift from where we were to where we have become, and realizing the benefits of mobile learning, we as educators realize how it's becoming more versatile and an active tool for our learners.

I realized the role of technology when thinking about Global Education. The main connection between our learners and the world is technology. Students already have the world at their fingertips, but it is our job to facilitate and guide them through the uses of technology and build a sense of global connectedness to others all across the world. My ideas in class shifted from thinking locally to globally. When I had to list the technologies that could improve learning or instruction, I included:

Osmo, and have been looking into it for my kids
Cubetto also caught my interest early last year too
STARBASE (located in Minnesotta) is also a neat way to inspire kids who love aerospace and are into STEM education! It's a curriculum where students plan a mission to go to Mars, and the main project is using a 3D printing technology to make a rocket and they launch it at the end of the program.
Geometer's Sketchpad software is used by high school students in NC and they're able to access it from NC State University's virtual computer lab. It consists of an interactive online community where teachers share their own advice about the software.
Global Curriculum Project encourages students to be a part of a virtual exchange program, and the learn about other students from across the world. Students choose their own topics to explore, and this brings together the meaning and essence of global education.

I had the opportunity to research in full scope what a makerspace is and how it can relate to teaching instruction. Through collaboration, we came up with various setting for a makerspace, such as my experience visiting the Crayola Experience in Florida, Makerspace in school settings, and NCSU makerspace. I created a Weebly to put all of our findings and research. We concluded that makerspaces can come in various types and spaces. The space enables the learners to become active creative thinkers and inventors. Furthermore, "The maker movement has grown at a rapid pace over the past few years. Makerspaces are being developed at an astounding rate, both domestically and internationally, in many different places – from schools to pop-up shops to public libraries. They are touted as havens for techies, artists, and entrepreneurs. Project-based learning, design learning, experiential learning are hot topics in both the formal and informal education fields." Source to view more: http://tascha.uw.edu/2016/04/making-maker-makerspaces/

I also developed a virtual Professional Development Training for educators about an emerging technology that can be used in a classroom. The training session was made as a intention for teachers to facilitate the use of this technology to enhance learning in their classrooms. I have focused on a Robotic technology that teaches programming and coding, called Dash and Dot. Through this project, it was astounding to see how students are able to use this new technology naturally. It was very simple for them to navigate and quickly understand.

Digital Video

Teaching and Learning with Digital Video (ECI 513) | Global Learning

My personal knowledge and experience using technology has grown in my time through these digital courses.

The way we experienced technology, particularly in ECI 513- Teaching and Learning with Digital Video, has enabled me to grasp the concept of using technology in the classroom efficiently, coherently, and logistically.

By designing, watching, analyzing, and creating videos through various applications and genres, I was able to learn how to integrate technology effectively in a classroom, as well as which technologies could work best in a setting.

Although all the projects were very well-thought out, and a lot of effort was put into each one. The Anchored Instruction was the most challenging, yet enjoyable project in this class. The way it was challenging was because it's focused more on math context, and the project guidelines were different than the other projects, particularly since it all had to be live action shots. It was a great project to learn from alongside two of my kids, Randa and Omar. The title of my project was "Tie-Dye Cake Problems"

Other great projects that I had completed in this course were creating a Public Service Announcment (De-stressing your life), Documentary Interview (Homeschooling), Animation with Still Images (Lifecycle of a Frog), and a Book Trailer using GoAnimate Animation. Please click here to view the playlist.

Through our discussions in this class, the idea of teaching Social Studies was always there, and incorporating digital technology in social studies is a part of building competent leaners. The following is my FlipGrid Discussion in regards to Digital Video in Social Studies:

New Literacies | Media

New Literacies Media (ECI 524)| Global Learning

Through this course, I was able to connect my knowledge from the first class, ECI 524- Theory and Research in Global Education, with this class, ECI 546-New Literacies and Media by working on a collaborative PBI Project.

The PBI project was implemented with my homeschool co-op in Fuquay, and they are a wonderful group of learners. I attend the weekly co-ops to help my children build their connection with community, enhance their creativity through hands-on activities, and work together to learn valuable knowledge through an infinite amount of resources.

I had narrowed down the lesson according to what our learners would enjoy, and concluded that the lesson would be about the Human Brain. The learners enjoyed learning more about the topic, and were engaged through technology. I had came up with the lesson plan and followed it through our session: https://docs.google.com/document/d/157_IiqpJsY574A0PkZOx__4PECL2Hczx4Xd24vrU7g0/edit?usp=sharing

The collaborated PBI Write Up: https://docs.google.com/document/d/1iu90i2Y24B7ClbuGyzBmk_lPLXK6utP8FaiWB0XBa9M/edit?usp=sharing

And the final video I was able to put together: https://youtu.be/fqdULurISaM

Another valuable piece in this class was the Digital Learner Interviews. This was interesting because I had interviewed students in grades 12th, 8th, 3rd, 2nd, and 1st. Some were from charter schools, and others were from public schools. Please click here for the interview with the students.

Tech Theory | Practice

Technology Theory and Practice (ECI 511)| Global Learning.

My Lesson Plans for this semester were: Science, Language Arts, World Languages, and

Social Studies:

https://nzwafa13.wixsite.com/eci511lessonplans

As I was able to learn, research, and integrate technologies into these four lesson plans to make an interactive lesson for students, I came to realization that giving students to access these emerging technologies creates a enriched intercultural learning experience, which is crucial in the development of our 21st century learners in becoming strong citizens of the world.

I have noticed that I picked two subject areas that are significant to me: World Languages and Social Studies. I learned how to use technology tools through effective pedagogy and overlap different subjects that come from the same foundation.

Our discussions in class covered various topics, such as integrating technology in various subjects such as:

Science (I was starting a nature study with our homeschool group)
Math
English and Language Arts
World Languages
History and Social Studies
Physical Education

The Padlet where we shared various tech tools has provided me with numerous technologies that can be integrated into a Social Studies/Global Education Curriculum:

A few of the ones that stood out to me and that I would like to use in our Global Education Curriculum:

Stack the Countries App
Social Studies Interactive Notebook
Google My Maps
Chronica
Discovery Education Virtual Field Trips: Social Studies
Everfi "Commons"
Timeline JS3
The World FactBook
Glogster
Edutopia
Global Nomads

I also read and discussed the essential conditions, technology planning, training approaches, and integration after school. Through these discussions, I would connect my experiences in using technology and teaching at an International School in Jordan. I began analyzing the way I approached technology in my first few years of teaching. I mentioned the conditions for classroom technology integration, and how it was difficult to access the computer labs since there were limited amount of resources available. The idea of having 1 person in charge of IT, then expanding into a team was apparent in the school. The technological infrastructure and providing classrooms with more resources than others was difficult to navigate through in the school.

I learned about the "Collaborative Corner" in Forest Lake Elementary School, and how teachers come together to discuss "challenges and plan interdisciplinary lessons together. With the support of technology support....media support.....and curriculum coordinator..." the teachers all plan a pre-assessment and figure out together how they will implement it in the classroom. They have a walk-through form, and they called it "Failure is Not an Option," and they use the new knowledge that they learned from conferences, workshops, classes, etc. and implement them in the classroom.

As for technology integration after school, all the ideas shared about book clubs, computer clubs, coding camps, digital media clubs, geography clubs, makerspaces, lego club, online/virtual clubs, and robotics clubs are a great addition to any school curriculum. As in the article, "The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks," Mr. Lopez said, "I think after-school clubs fill in some of those gaps that the school doesn't prepare them for because getting out into the real world is tough."

As I had worked on makerspaces in ECI 512- Emerging Technology for Teaching and Learning, I was drawn again to this space in this course. I visited the makerspace we have at D.H. Hill Library and was impressed by what is offered for students access. The maker ecosystem described in the article, "A movement by the making," shows how the roles evolve from zero to maker, maker to maker, and maker to market. Evolving from one thing to the next, and using the makerspace, whether it's for just bursting your creativity or aiming to make something, and then putting it to use, and perhaps at a certain point, it could be something big. There are specialized people that help makers go to the market and help expand the individual's skills.