Tag Archives: technology

Using Edmodo as a Tool for Assessment

H2 – Honor student access to content. H2, to me, means that I give my students multiple opportunities to review material from our class time.   Also, I can give them access to other types of content that reinforces what we are learning in the classroom. ISTE Standard 2 is designing and developing digital age learning experiences and assessments. ISTE 2 and H2 work well together because I was challenged in my technology class to design a digital assessment for my Life Science students on Edmodo.

Edmodo is the internet learning community system we use at my school. I use Edmodo regularly to post lecture presentations, links to videos, assignments, and reminders to my students. I use Edmodo to communicate to students when they are gone from class and need to catch up on the work that they missed. Also, Edmodo is very helpful when some students need more interaction with content material for various reasons. On an exit ticket I use where my students self assess their learning, one of the questions is, “List 3 resources where you can go for help if you don’t understand the learning target.” One of those resources listed is normally “Edmodo” for my students.

For my technology class, I needed to seek out a resource for ISTE Standard 2. I had wanted to use Emodo more than just for communication with my students. I wondered if Edmodo had tools to use for assessment purposes. I found a blog of a teacher who raved about Edmodo quizzes and shared further resources about creating Edmodo quizzes.

This week I created a multiple choice quiz for my Life Science class who were away this week for a ski week. The quiz was a review about what we have been learning about plants. Below is a screen shot of the results that I as a teacher receive which is very helpful as it gives me a pie chart graph of each question, so I know which questions are the weakest for my students.

iste2 evidence

I hope to use Edmodo in more ways to help my students have more access to content. One way is to use a document camera to take pictures of dissections or other activities that we do in class. I could post these pictures on Edmodo so students can review what we have done but also for those who may not have been in class. One of my classmates shared a resource about using a document camera for a visual arts class, but I hope to try this for my Science class sometime in the future. Here is the link for her resource for a document camera.

‪http://www.theartofed.com/2014/09/01/15-fabulous-ways-to-utilize-a-document-camera-in-the-art-room/

In our readings for our class, Grunwald Associates (2010) did a survey for PBS and one of the trends was that there was an increase in teachers joining online professional communities (p. 9). Edmodo has an online community for Science teachers and I have joined it.   Teachers post questions for the online community and all can see the questions and answers. I have used many resources that fellow teachers have posted.

Reference:

PBS (2010). Deepening Connections: Teachers Increasingly Rely on Media and Technology. Retrieved from http://www-tc.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf

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.

https://www.youtube.com/watch?v=DGpPHrLF-5M

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.

References:

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.