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“Publish” your students’ work.

“Publish” your students’ work.

“Publish” your students’ work.

The Difference Between Technology Use And Technology Integration

Using technology for learning makes sense. Technology creates access, transparency, and opportunity. Any smartphone or tablet is media incarnate–video, animation, eBooks, essays, blog posts, messages, music, games.

"In the 21st Century, the century our children will

live in (the century they will, in fact, shape), media

literacy will not be a luxury; it will be a necessity."

Email provides a number of learning opportunities for students across all Learning Areas, especially in regard to Overarching Outcomes One and Nine: Students use language to understand, develop and communicate ideas and information and interact with others. Students interact with people and cultures other than their own and are equipped to contribute to the global community.

Educational Value of Email

Classroom Applications

YouTube is a great tool for this; chances are you can find a video clip to compliment any lesson there.

a video clip to compliment any lesson there.

Using mobile devices like iPads and tablets you can keep students involved with all sorts of educational games for just about any subject. Students can keep track of their progress and work to compete with other students to advance to the next level.

Make communication easy so that communicating is motivating. At this stage of development it is most important to make communication easy for your child so that s/he experiences success when communicating. Once your child is successful at communicating, s/he is more likely to understand and develop more sophisticated ways of communicating. Pick a type of communication for your child that is meaningful. If your child needs a lot of concrete visual information to communicate then use objects to help him/her communicate. If your child is able to understand pictures but has trouble using words, then use pictures. Your child will not be able to communicate successfully unless the form of communication that you teach, is a form that s/he can understand. Your child's communication development is likely to be uneven. Your child might start communicating using physical movements such as taking your hand to show you what s/he wants. Then s/he might start to use objects, then pictures, and then words. At any point in this progression, however, your child might use more than one method. Your child might use words some of the time and pictures at others. If your child is using several different levels of communication you should respond to all of them instead of "holding out" for the highest level. You should model the type of communication you want your child to use but still respect his or her initial response so that communication continues to be successful and motivating. The most important form of communication to teach is the form that your child will use spontaneously. If your child will show you a picture but will only do so when you say, "show me cookie," then your child is not communicating spontaneously. If this is the case, use an easier way to communicate and give your child lots of practice using that method. Teaching your child vocabulary words can be helpful. However, if your child doesn't use his vocabulary spontaneously, then the time will not have been useful. You will always need to spend as much if not more time teaching spontaneous communication than vocabulary. It takes more creativity to create an environment in which your child will communicate spontaneously. Your are, however, the best person to do this because you know your child well and are with him/her in many situations so you have many opportunities to encourage communication.

A dramatic shift is sweeping through our schools. The signs are all around us. Third graders texting on their cell phones. Kindergarteners who can navigate an iPod Touch better than we can. Middle schoolers who already have an Internet following on their blog or YouTube channel. These are not the same 21st century learners we came to know over the first decade of the new millennium. For these students, simply watching videos or images during class, playing an Internet multiplication game, or even taking turns at an interactive whiteboard is no longer enough. These new 21st century learners are highly relational and demand quick access to new knowledge. More than that, they are capable of engaging in learning at a whole new level. With the world literally at their fingertips, today’s students need teachers and administrators to re-envision the role of technology in the classroom.

Wisconsin Educator Standards - Teachers Ten Standards for Teacher Development and Licensure To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance under all of the following standards: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Technology has opened many educational doors to children, particularly to children with disabilities

Technology is providing more powerful and efficient tools to teachers who work with children with disabilities. These tools enable teachers to offer new and more effective means of learning while individualizing instruction to the broad range of student learning needs.

Text can be read electronically by a digitized voice synthesizer for a person who is blind. For persons with hearing impairments, amplification devices can filter extraneous noise from the background or pick up an FM signal from a microphone on a teacher's lapel.

And, although they sound space-aged and technical, most of the technologies that students are using are the same as those in most homes; the main difference is that, in schools, their educational potential is being explored.

Children in kindergarten

log on to the worldwide web via a Connected Classroom program.

Keynotes, Workshops & ConferencesI have been a presenter and keynote speaker around the world on a variety of topics in the areas of 21st century modern teaching and learning, heutagogy, blogging as pedagogy, personal learning networks, digital storytelling, world language teaching, presentation design,  visual literacy and globally connected learning. Learn More Blended Coaching ModelSchools are struggling to keep up with the demands of curriculum design and upgrades to prepare students for modern skills and emerging literacies. Professional Development needs to offer opportunities for teachers to transform traditional experiences and redefine their own learning and in consequence their teaching practices. Learn More Webinar & Video ConferencesFor a cost effective alternative to bringing in a consultant, consider inviting me to support your teachers online. I am available for online 1:1  coaching, small group or large group professional development in the areas of modern teaching & learning.

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nd parents. Explore our

Discovery Education offers a broad range of free classroom resources that complement and extend learning beyond the bell.  Foster deeper engagement and opportunities for students to take charge of their own learning with high quality, engaging, relevant tools designed for today’s busy teachers a

A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools