Holly Fairbrother sur Twitter : "Just got marks for Module 4 of #MEd & wiaitng for grade for Module 5...Maintaining my 4.0 :) #pl #learning #umuc. Using Data: Technology, Training, Time and Teamwork. As a fairly experienced educator, I was VERY shocked at the opening statement of Wayman & Stringfield’s (2006) article that student data is an “untapped resource in helping educators diagnose student learning needs.”
I find it hard to believe that teachers do not use data to plan out teaching and learning, as “data use is central to the school improvement process” (Chrispeels 1992; Earl and Katz 2002 in Wayman & Stringfield, (2006)). Thinking more closely however, I thought of a few fundamental reasons why data may not be used or may not be used effectively; namely lack of access, lack of time, and lack of training. One of the major components to why data is not used or is used but perhaps inefficiently, is due to the way it is stored and accessed. Historically, data has been collected, but storage systems effectively rendered that data “inaccessible to most practitioners” (Wayman & Stringfield, 2006) which can only “frustrate flexible analyses” (Stringfield et al. 2001).
Wayman, J. Technology in the English Classroom: Black Box or Black Hole? The ‘Digital Divide’ is a term originally coined by Lloyd Morrisette to “describe the growing gap, or social exclusion, between those who have access to the new services of the information society, and those who do not” (P2P Foundation, Nd).
As an educator in today’s world, I see this Digital Divide concerning also an understanding of the benefits of using technology in the classroom. There is a pull between seeing technology “as a magic black box with the potential to create a learning revolution or a black hole that consumes resources that might better be devoted to traditional classroom activities” (Jenkins, Purushotma, Clinton, & Weigel, 2006, p. 7).
I agree that technology can sometimes be used for technology’s sake, and that sometimes, learning is best supported through ‘traditional’ paper and pen. Sometimes though, learning is advanced through both low-tech and high-tech choices. This can provide those with different learning styles the chance to shine (or to challenge). Moved Temporarily. #7- Technology in Education. 8 Steps To Great Digital Storytelling. Story Map. The Story Map interactive includes a set of graphic organizers designed to assist teachers and students in prewriting and postreading activities.
The organizers are intended to focus on the key elements of character, setting, conflict, and resolution development. Students can develop multiple characters, for example, in preparation for writing their own fiction, or they may reflect on and further develop characters from stories they have read. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment. The versatility of this tool allows it to be used in multiple contexts. Grades K – 2 | Lesson Plan | Standard Lesson Collaborative Stories 1: Prewriting and Drafting Students hone their teamwork skills and play off each other's writing strengths as they participate in prewriting activities for a story to be written collaboratively by the whole class.
Grades K – 2 | Lesson Plan | Unit back to top. The Top 10 Free Online Writing Resources - TopTenREVIEWS. Www.wendydrexler.com/web_documents/drexlerdissertation041310final.pdf.