Technology Integration
In addition to my school’s
online curriculum support, I will integrate two additional technology supports
into my 3 day unit. The first is RazKids Foundations. RazKids is a digital library
with books, quizzes, and activities I have used in my classroom for years.
However, my school recently purchased an additional feature of the program called
Foundations. Foundations has targeted phonics lessons, diversity supporting
books and stories, and assessments I can assign to my targeted small group of
students for this unit. The second technology I am using is the Crossword
Generator from Classtools.Net. This website offers multiple games I can adapt
to specifically teach the learning objective and meet the individual needs of
my learners.
Technology, like any
classroom support, must be implemented in a way that is culturally responsive
and supports the learners involved (Cheng, 2022). Because this group of learners are a
mix of visual and auditory these technologies will engage my learners in
multiple ways. First, RazKids offers my visual learners another modality to
engage with the lesson content of CVCV words through the interactive lessons
and books. My auditory learners are supported through the “Read to me” option
each lesson and book has. This is especially supportive for my student James as
he still needs help reading words in patterns other than CVC. This feature will
allow him to focus on the actual lesson objective instead of getting stuck on unfamiliar
words. By using Classtools.Net, I can make an interactive crossword activity to
give my learners another way to practice their skills at recognizing and reading CVCV
words. I plan to use this technology to support building their collaborative skills
by having them work together to solve the crossword. Using technology to teach
students social skills, especially through games and at a young age, prepares students
for effectively interacting with others on social media, future employment, and
global platforms (Grand Canyon University, 2023).
At the beginning of the
year I teach my students how to use our technology resources safely and
correctly by modeling and closely observing their interactions with their programs
and devices. This includes whole group settings using the smart TV or working independently
on Ipads and tablets. It is important that students understand that using technology
safely and responsibly is not only for their wellbeing, but so they understand
how their actions can affect others even online (Kim, 2023). I will continue to
monitor their activity online while they interact with these programs and
should I need to intervene, I will use it as a teachable moment to discuss
responsibility and staying safe online.
My students are young and
need to understand how they are connected to the world around them; using technology
responsively supports this objective (Chuang, 2020). RazKids will support a diverse
cultural perspective as the books I assign my students are stories from other
cultures and represent students of different nationalities and experiences. While
students read books with the learning target of CVCV words, they will also be
reading stories of children different from them. This will help support
conversations about how other children learn, where they live, their
experiences, and how we can learn to appreciate and accept those different from
us. Classtools.Net will support my students social- emotional growth through
building collaboration skills, team work, build patience, and foster stamina.
All of these skills are needed if a student is to build empathy and understanding
of different cultures and perspectives (Kim, 2023) especially as they grow and
interact more directly with the global world around them. By using these technologies,
I am building a foundation for my students as they continue to integrate technology
into their learning and lives.
References
Cheng, M.-M., Chuang, H.-H., & Smith,
T. J. (2022). The role of teacher technology experiences
and school technology interactivity in
teachers’ culturally responsive teaching.
Computers in the Schools, 39(2), 163–185.
https://doi-org.lopes.idm.oclc.org/10.1080/07380569.2022.2071231
Chuang, H., Shih, C., & Cheng, M.
(2020). Teachers’ perceptions of culturally responsive
teaching in technology‐supported learning
environments. British Journal of Educational
Technology, 51(6), 2442–2460.
https://doi-org.lopes.idm.oclc.org/10.1111/bjet.12921
Grand Canyon University. (2023). How using technology in teaching affects classrooms. Grand
Canyon University Teaching and School
Administration.
https://www.gcu.edu/blog/teaching-school-administration/how-using-technology-
teaching-affects-classrooms
Kim, M. S., Meng, X., & Kim, M. (2023).
Technology-enhanced
multiliteracies teaching
towards a culturally responsive curriculum: a multiliteracies
approach to ECE.
Interactive Learning Environments, 1988–2000.
https://doi-org.lopes.idm.oclc.org/10.1080/10494820.2020.1870503
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