Literacy technologies From hieroglyphics to text - to gain knowledge Past Lit Techs were more concrete and simple,

now technologies overlap with non-linear uses of web resources simultaneously. orld of links and hyperlinks eb !." which allow people to create share collaborate knowledge #ot $ust in literacy, in math, science, engineering, history, education, political science Technology and content always intimately related.

Throughout the year, % give content area benchmarks in third grade, one for reading and one for math. These benchmarks are put together to see the information that students retain throughout the year. For example, if % give a math benchmark, they will see a cumulative test of all the skills units &-', which can help me identify which ob$ectives are needed to be re-taught that certain students are not retaining. % put their tests through a system called ())*))T+(, which organi-es each student.s scores based on ob$ectives and skills that they missed and/or got correct. % am my own )0* for the third grade curriculum, so with that, % can view and each student.s data based on their benchmark in order to create instruction. hat also helps me is if for example, % taught money using a certain strategy, which my student.s did #1T retain on their benchmark, % can then restructure a lesson in another pedagogical approach that might meet my students learning styles in a more appropriate manner, based on the particular skill they missed on their benchmark.

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Introducing technology into educational process is not enough yet the study of how technology could be used is the true misconception! TP(23 ebinar #otes

4Technological Pedagogical (nd 2ontent 3nowledge5 The webinar itself was a demonstrated of how the TP(23 framework supports collaboration of ideas and transformation of knowledge from one person to another. The ebinar was given and developed by an educator in %ndia and the other was a 66666666from 666666666666. They used technology to solve the problem of distance to communicate and create an instructional video for TP(23. +ole of Technology - due to range of technology and rapid rate of new technologies, it makes it nearly impossible to catch up. %n order to integrate we need to understand. )o maybe we change our thinking77 Not about over usage of technology but implementation and integration which is key.

*ducators need to understand that technologies range from digital to analogue from blackboards and compasses, to 8P).s and laptops. 9efinition: (llows people to do something in an easier manner Technologies are solutions to most problems. 0any times they have pros and cons. Problems can be solved by technologies which in turn create new problems for new technologies to solve. *xample: *ven staircases are a form of technology. Problem: too many people in the house. Solution: build it up 4purpose for staircase5 problem: handicap Solution: elevators, escalators, ramps. ;sers use technologies in many ways for many different uses. ;sers redefine the uses of technologies because all people have different purposes and needs to technologies. Therefore many create a new purpose for a technology. That is why many teachers shun the idea of incorporating new technologies into their instruction < too much time and effort to learn new tech. 2hange their way of thinking in utili-ing tech the way they feel comfortable and which is appropriate in their instruction.

Artifacts
Leadership/9igital Learning 2onversion for oodholme

Leadership/Professional 9evelopment on ;sing *dmodo Leadership/ #)T( Presentation 2urriculum/ 2urriculum riting for )2+(T2=

2urriculum/ %nstructional 9esign 4P%TP5 Pedagogy/ ;9L PowerPoint for enhancing small group instruction 9ata analysis/ 2F%P 9ata analysis/ ())*))0*#T !: 3*> )T+(T*8%*) 1F 9(T(-9+%?*# )2=11L) 9ata analysis/ (nalysis of 9istrict.s %nformation 0anagement )ystem Tech %ntegration/ @ully ?ideo

3 Reflections from the Reading

week 10

Teachers should know the content well in order to find means of differentiation. =owever, you should understand each student.s interests and ability levels in order to begin differentiating at a pace that is comfortable to you and your management. )tudents will develop more self motivation if they feel success within tasks provided to them. @egin by low prep differentiation that can maintain their attention. This will grow to a higher level of self efficacy. 2 deas !leaned from "lass 0aking sense and conceptuali-ing content for students help their process of learning. Flexible teaching is providing several activities that can tier content, vary interest levels, utili-ing many means of representation to fit individual learning styles. 1 #pplication of the Learning

2reating opportunities for students to develop conceptual understanding of skills by using PowerPoint, 3idspiration, 8logster, and other online websites that maintain student attention. This will also help assess the students understanding of the content and the process in which they apply the skill or concept.
"hapter $ summary ;nderstood content for differentiatation. ;nderstanding interests, abilities, and taking small steps in differentiating is key. 2 practical ideas 2lassroom structure, )tudent 2hecklists 10 words% manage, activities, support, pace, group, plan, differentiate, interests, behaviors, seating