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The Pedagogy Wheel Version 2.0 by Allan Carrington (2013)Carrington, A. (2013, May 28). The Padagogy Wheel V2.0. Retrieved October 3, 2014, from http://unity.com.au/padwheelV2/assets/fallback/index.html Wassel, Ed.D., E. (2014). Webb's Depth of Knowledge and Web 2.0. Retrieved October 3, 2014, from http://wassel.wikispaces.com/2014 STEP Increasing Literacy with Technology Tools Schrock, K. (2014). iPad Apps to Support Bloom's Revised Taxonomy. Retrieved October 3, 2014, from http://www.schrockguide.net/bloomin-apps.html Schrock, K. (2014). Android Apps to Support Bloom's Revised Taxonomy. Retrieved October 3, 2014, from http://www.schrockguide.net/bloomin-apps.html Schrock, K. (2014). Windows Apps to Support Bloom's Revised Taxonomy. Retrieved October 3, 2014, from http://www.schrockguide.net/bloomin-apps.html Schrock, K. (2014). Google Apps to Support Bloom's Revised Taxonomy. Retrieved October 3, 2014, from http://www.schrockguide.net/bloomin-apps.html Schrock, K. (2014). Web 2.0 Apps to Support Bloom's Revised Taxonomy. Retrieved October 3, 2014, from http://www.schrockguide.net/bloomin-apps.html
Understanding Depth of Knowledge to Increase Rigor in Classroom Instruction and Student Engagement10/2/2014 Resource Files Perkins, D. (2008). Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm Webb, N. (2005, July 24). Depth of Knowledge (DOK) Levels. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm Hess, K. (2009). Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm Hess, K. (2009). Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Reading. Retrieved October 3, 2014, from http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm Question StemsResource Video 1: Common Core Library - Depth of KnowledgeResource Video 2: Webb's Depth of KnowledgeResource Video 3: Webb's Depth of Knowledge by Karen HessUnderstanding Educators' Experiences in the Integration of Technology in Elementary Classrooms12/4/2013 This paper is a qualitative research study that focuses on the exploration and development of new understandings on the different perspectives of educators and the meaning behind their experiences with regard to technology integration in teaching and learning. In-depth face-to-face interviews, focus group interviews, and online surveys were used to examine and evaluate the relevance and effectiveness of technology integration concerning educators’ experiences in providing differentiation in teaching and learning experiences, engagement and motivation of teachers and students, professional growth and development among teachers, and relevance and impact of technology in teachers’ experiences. Lead your school with APPropriate tools! Provide your faculty and staff, students, and parents with effective communication and collaboration. Develop innovative ideas, meaningful partnerships, and school communities. ![]()
Research Topic The role of technology in the field of education has developed into different functions and responsibilities (Reinhart, Thomas, & Toriskie, 2011). Based on today’s ever-growing, diverse needs in teaching and learning, there is a constant drive from public school education to integrate technology in core content areas, and to provide technology-based learning opportunities for students and teachers (Mims, Polly, & Grant, 2009). The motivation to use technology in the public school curriculum is to improve the quality of student learning and curriculum instruction (Mims, Polly, & Grant, 2009). This includes: (a) the integration of technology-based instructional strategies and practices that would facilitate creativity and higher order thinking skills among students; (b) the implementation of appropriate and relevant professional development among teachers where technologies are utilized to enhance and support content delivery; (c) the application of collaborative technologies (i.e. wikis, blogs, websites, social media) among educators where they can build effective communication and positive professional learning communities; and, (d) the availability of lessons and activities in different online and web-based resources that educators can access in order to provide more opportunities for student success, student accountability, and active student engagement (Reinhart, Thomas, & Toriskie, 2011). This presentation is developed to provide participants with a variety of rigorous web-based resources, applications, lessons, activities, and tools that can be used to support content knowledge, student engagement, and content delivery. New Literacies - New Media: Mediascapes and Infoscapes is a journal article that is written by Carmen Luke. Below is a presentation that I have developed and delivered during my doctoral class in Biliteracy and Academic Development for the Teaching, Learning, and Culture program with the University of Texas at El Paso. |
AuthorEducational Leader. Advocate of Equality and Equity in Education. Photographer. Graphic Designer. Web Developer. Digital Artist. Technology is my medium for creative and artistic expression. Archives
May 2015
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