Category Archives: P4

Meta Reflection for EDTC 6433

P4 – Practice the integration of appropriate technology with instruction. To me, P4 means that I will be exploring and trying new technology that will enhance student learning in my classroom.

As I look back in my syllabus for EDTC 6433, the goal of the class is, “to improve your proficiency with current and emerging educational technologies that can enhance your instruction, assessment, and professional productivity”. I can say that this class has achieved this goal and increased my proficiency and knowledge in technology in the area of education.

First, our class was in a Google plus community, sharing questions and resources on each of the ISTE Standards. I will be able to go back and access these resources at any time. Also, we were assigned a project for this course and we could choose a Digital Storytelling project or a WebQuest. I choose to do a WebQuest as I thought it related to my field of science and would be a project I would assign in one of my classes. The link to my WebQuest is:

The last area we looked at was online professional communities. Resources and tools on the internet can be so overwhelming, so these communities are a great place to connect with others in our content areas. I know I will be using the things I have learned in this class to enhance my instruction and I also have the courage to try new things and explore more communities on the internet. Thank you EDTC 6433!


Using Technology to Help Students Interact with Academic Language

P4 – Practice the integration of appropriate technology with instruction. P4, to me, means that technology is used to enhance classroom learning. Technology can be a tool for helping students understand new material and language as they can visualize and see concepts that deepen their understanding of those concepts. P4 goes well together with ISTE Standard 1, to facilitate and inspire student learning and creativity. I chose to focus on the learning aspect of ISTE Standard 1 and how technology can enhance it.

In O’Neil and Ringler, they state that academic language in the classroom must be developed interactively (2010). A definition of academic language is given by Flynt and Brozo, “By using the expression academic vocabulary we are referring to word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school” (2008).

For my middle school Life Science classes, our learning target last week was explaining the difference between vascular and non-vascular plants. Most students did not know what these words meant in relation to plants. After a discussion about where the students have heard the term ‘vascular’, we watched the following video about plant structure that included these two new terms.

Using this technology helped my students visualize the terms ‘vascular’ and ‘non-vascular’ as they compared the term to how it is used in describing the vascular system in human bodies. Some of the students had heard of the cardiovascular system. After watching the video, they students explained to a partner what a vascular plant is and what a non-vascular plant is.

The technology of a projector and using a YouTube video helped my instruction for this particular academic language by relating the terms to something the students had heard of before and by helping them to visualize these new vocabulary words.

As I looked at the resources of my classmates, one of them posted an article on how technology can aid in the learning of academic English for English Language Learners (ELL). It confirms my use of technology, as it will help my ELL students to visualize these new English vocabulary words.

In the future, I hope to continue to use technology for academic language instruction, but also to use it as a springboard for discussion. I want to relate our content to the students’ personal experience and to also challenge their thinking.


Flynt, E. S., & Brozo, W. G. (2008). Developing Academic Language: Got Words? Reading Teacher, 61(6), 500-502.

O’Neal, D., & Ringler, M. (2010). Broadening Our View of Linguistic Diversity. Phi Delta Kappan, 91(7), 48-52.