Implementing Technology Tools and Sites in the Curriculum - Assignment Example

Implementing Technology Tools and Sites in the Curriculum al Affiliation) Technology is continuously being embraced in the ;learning environment given its ability to assist students in understanding various concepts while enjoying what they are doing through various approaches including games and quizzes. The use of various technology tools including Kahoot, FunBrain, and Wikispaces in teaching students in different lessons allows increased engagement and development of the students of the students in compliance with the Universal Design for Learning (UDL) requirements. Teachers have to consider the five National Education Technology Standards for Teachers (NETS-T) in selecting tools to facilitate innovation, creativity and development among the students. This can be achieved through application of technology tools that would ensure proper assessment of student progress, timely identification of areas that need improvement and adequately addressing such areas, and contribution to the entire teaching practice. The Kahoot web-based tool offers an effective learning platform as it allows for the use of visual images in learning, establishment of online discussions that maximize contribution of information from all students, and application of quizzes that help in assessing the progress of the students. On the other hand, FunBrain forms an effective tool in learning math as it allows learning through games and increased participation of the parent in the learning process through the parent-student games. Lastly, the Wikispaces promote student engagement in the learning process by providing an interactive platform where the students can share ideas with each other concerning the subject of study and challenge other ideas. In addition, the teacher is able to monitor student contributions and thus identify those students who have difficulties in understanding, thus engaging them at a personal level. Introduction The contemporary society is defined by development in all facets of life including the economic, social, and technological fronts. Such development ought to be integrated into the learning environment as the children are being prepared for the real life experiences. Technological advancements have created various avenues through which the learning experience can be made more easy, understandable, and enjoyable to the student as it has been made easier for the educators to disburse information and interact with the individuals at individualized levels through student-centered approaches. Various tools provided by technology can be employed both within and outside the classroom to enhance student learning and promote interactive approaches to learning. When employing such technologies, it is important for the teachers to be well aware of the National Education Technology Standards for Teachers and the need to implement the Universal Design for Learning (UDL) elements. This paper involves the application of the Kahoot, FunBrain, and Wikispaces technology tools in the classroom to facilitate student learning. Classroom Technology Tools Kahoot Kahoot forms one of the effective interactive tools that can be employed in the classroom environment to achieve increased understanding among the students and facilitate increased student engagement in the learning process. It is a web-based tool, which provides an avenue for the teacher to create discussions that can be followed by the students online, followed by quizzes that allow the teacher to evaluate the understanding of the topic among the students (Kahoot, 2015). In the case of the biology lesson on characteristics of plants, Kahoot would allow the teacher to establish an instructional platform that develops a discussion through questions that allow the students to establish answers and in the processes identify the distinctive features of plants. This is further enhanced by the images of plants that are shared by the teacher and the students. It is important to note that this technological tool addresses two major National Education Technology Standards for Teachers (NETS-T). Through the discussion platform, this tool and the lesson address the first NETS-T by engaging the students in virtual and face-to-face environments, which allows for construction of knowledge concerning plants in a collaborative way and thus long-term understanding of their characteristics. The second NETS-T of designing and developing digital-age learning experiences and assessments is met through the formative assessment questions that are provided for the students through quizzes after discussions to assess their level of understanding (Cennamo, Ross, & Ertmer, 2013). In achieving UDL integration, a variety of materials could be used including illustrations, wallpapers of plant-images, and different information sources contributed by the students and the teacher through the Kahoot discussion platform that would contextualize content. The group quizzes enhance learner engagement; hence, promoting interactive learning, student self-evaluation, and development of social capital (Hall, Meyer, & Rose, 2012). FunBrain FunBrain is an online educational site that allows for the development of student skills through exposure of students to various challenges that require their attention and utmost creativity (FunBrain, 2000). In multiplication math lesson, teacher selection of games requiring multiplication of numbers would allow the students to gain multiplication skills while having fun and enjoying the learning experience. It is important to note that this site provides for parent engagement as it would allow the students who have computers back at home to exercise further their skills in math at home with their parents through the parent and kids games. It is evident that increased parent participation in the learning process of their children enhances performance (Hill & Tyson, 2009). The multiplication math lesson taught using this tool allows for increased creativity among the students as they are required to critically analyze the various mathematical challenges that are provided for them through the games and to provide solutions within stipulated periods. This enhances the first standard for teachers provided by the National Education Technology Standards that requires lessons to inspire and facilitate student creativity and learning. The lesson also meets the third standard, Model Digital-Age Work and Learning, through enhancing collaboration between the students, the teacher, their peers, and parents in promoting student innovation and success through the interactions in the games and other platforms provided by the technology tool (Cennamo, Ross, & Ertmer, 2013). The representation UDL principle would be enhanced in this case through the various learning platforms that the FunBrain site provides, including the different math games, reading materials such as comic, math books, and a math library within different articles that place an emphasis on the key concepts. The actions and expressions principle can further be enhanced by asking the students questions and requiring them to answer using illustrations rather than numbers (Hehir, 2009). The engagement UDL principle is also accomplished through the interactive math games that promote self-determination among the learners. Wikispaces Wikispaces provide another highly effective education platform for social writing that allows educators to establish a workspace within the classroom that interactions and communications can be enhanced between the teacher and the students while working on different assignments or projects either as individuals or in groups (Wikispaces, 2015). The application of the tool in teaching grammatical application of articles would facilitate not only student acquisition of the various concepts of importance concerning the subject, but also participation of the students in the learning process. Responsibility and Model Digital Citizenship as standards of the NETS is promoted by the lesson through the tools learner-centered approach (International Society for Technology in Education, 2008). The assessment mechanisms allow the teacher to evaluate the contributions of the students and thus identify those students who have difficulties with the topic. This promotes individual-centered solutions that address the specific problems of the students. By allowing for the proper identification of the students with difficulties in learning through this tool, the teacher can share such information with other teachers, thus allowing for an integrative approach among the teachers towards facilitating increased learning among such students across all subjects. This meets the NETS standard requiring teachers to engage in leadership and professional growth. With regards to the UDL elements, the technology tool promotes the representation principle through allowing for mass sharing of information via the Wikispaces. On the other hand, the principle of expressions and actions is upheld through the interactive approach of the tool that requires the students to respond to the information provided to them by analyzing it and providing a feedback (Meyer & Rose, 2005). Lastly, the engagement principle is achieved through the assessment approach that allows for the review of student participation and thus identification of students with difficulties and establishment of their assistance protocol. Students without Home Computers Some of the computers are likely not to have access to computers back at home due to their unavailability and thus they may not do homework that require computer applications or accessing of the used technology tools. Such students require assistance to ensure that they gain as much as the rest of the students from the use of technology tools ion learning. One of the methods that can be applied in helping such students is by providing them with after-school supervised access to the school library and computer labs. In addition, advocating for creation of a public or school library association may grant such students access to computers in the evenings or during weekends. In addition, through reviewing the availability of computer or community learning centers within the area, students would be informed; hence, promoting the accessibility of computers. Proper collaboration with local businesses may also create computer donation programs that would grant these students computers to use at home. Alternatively, such students could be provided with homework assignments that do not necessarily require a computer. Conclusion The technological tools currently employed in education provide the students with increased opportunities to counter their learning barriers and thus achieve great success when it comes to different lessons. The teachers are also provided with great opportunities to not only offer instructions to the students in ways that they enjoy, but also to assess their students and identify their areas of improvement and areas that require further attention. Proper choice of learning tools in relation to the lessons learned is important to allow maximum integration of the instructions into the tools and positive interactions between the students and the teacher, and among the students. References Cennamo, K., Ross, J., & Ertmer, P. (2013). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont: Cengage Learning. FunBrain. (2000). Retrieved from FunBrain: http://www.funbrain.com/ Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Applications. New York: Guilford. Hehir, T. (2009). Policy foundations of Universal Design for Learning. In D. T. Gordon, J. W. Gravel, & L. A. Schifter (Eds.), A policy reader in Universal Design for Learning (pp. 35-45). Cambridge, MA: Harvard Education Press. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. International Society for Technology in Education. (2008). National Educational Technology Standards for Teachers. Retrieved from International Society for Technology in Education: http://people.umass.edu/pelliott/reflections/netst.html Kahoot. (2015). Retrieved from Kahoot: https://getkahoot.com/ Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press. Wikispaces. (2015). Retrieved from Wikispaces: http://www.wikispaces.com/ Read More