Module 3 - Amos

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Module 3

• Erika Amos

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BYOD

• Allows students to bring their own device in
  order to enhance their learning experience.
• With BYOD programs, students are given access to
  the schools wireless network using their own
  devices.
• Two pros
• The prevalence of Internet-based applications
  means that identical software no longer needs to
  be loaded on all computers.
• Cloud-based storage allows students to access
  files anywhere they have an internet connection.

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What some characteristics of a high-quality BYOD
(Bring Your Own Device) initiative?

• You are in charge of the classroom
• Develope lessons that require technology
• Capitalize on teaching time
• Start the year with structured activities and
  provide more flexibility over time

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What is assistive technology?

• Accommodations made with technology that will
  benefit students with specific disabilities or
  needs, making learning materials accessible by
  ALL students.
• School leaders have a responsibility to adhere
  to federal laws that promise access to online
  technologies and tools to all learners. Teachers
  also must be proactive in learning to use and
  modify digital resources to promote access and
  equity because teachers are in the strongest
  position to interact directly with learners
  (Rice 2022).

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Examples of assistive technology

• Keyboard
• small form factors, on-screen options, key
  guards, rubber pads, and stickers
• Mouse
• Stickers, pompoms, buttons, upside down, and
  deactivation
• Touchscreen
• Stylus, special pens, and multi features

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Invitational Environment

• Invitational or Collaborative environments,
  encourage risk taking and creativity as first
  steps in engaging students in the problem-solving
  process.
• Peer interactions and discussions
• Questioning
• Modeling
• Quality response
• Reflective journals

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Professional Learning Community

• A professional learning community is strictly
  focused on helping students in a specific school
  or program.
• If your school or district employs technology
  specialists or coaches, find out what sort of
  assistance they can provide.
• Are the specialists available to help you plan
  lessons that integrate technology?
• Are they willing/able to co-teach a lesson with
  you?

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Diversity

• What is educational diversity?
• having a range of people with various racial,
  ethnic, socioeconomic,
• and cultural backgrounds and various lifestyles,
  experience, and interests within a classroom.
• We must strive to be culturally responsive
  teachers.
• What is a culturally responsive teacher?
• One that understands and capitalizes on the
  unique cultural attributes and experiences of
  students to promote student achievement.

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What makes a teacher culturally responsive?

• are socially conscious, meaning that ones
  understanding is influenced by ones culture
• view students diverse backgrounds as assets
  rather than liabilities
• feel personally responsible for helping schools
  be more responsive to all students
• understand how learners construct knowledge
• know about the lives of their students
• design instruction that builds upon students
  prior knowledge and experiences and stretches
  them beyond the familiar

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Culturally Responsive Instructional Strategies

• 1. Acknowledge students differences as well as
  their commonalities.
• 2. Validate students cultural identities in
  classroom practices and instructional materials.
• 3. Educate students about the diversity of the
  world around them.
• 4. Promote equity and mutual respect among
  students.
• 5. Use valid measures to assess students ability
  and achievement.
• 6. Foster a positive interrelationship among
  students, their families, the community, and
  school.
• 7. Motivate students to become active
  participants in their learning.
• 8. Encourage students to think critically.
• 9. Challenge students to strive for excellence as
  defined by their potential.
• 10. Assist students in becoming socially and
  politically conscious

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Works Cited

• Cennamo K., Ross J., Ertmer P. A. (2018).
  Technology Integration for Meaningful Classroom
• Use. Yuzu. Retrieved from https//reader.yuzu.co
  m//books/9781337672245/
• Rice, M. F. (2022). Special Education Teachers
  Use of Technologies During the COVID-19 Era
• (Spring 2020Fall 2021). TechTrends Linking
  Research Practice to Improve Learning, 66(2),
  310326. https//doi-org.lib-proxy.jsu.edu/10.1007
  /s11528-022-00700-5