class technology tool assignment 5400

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ITEACH 5400

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5400 - Assignment 4 - PCK Research.docx | Fall 2021

5400 - Assignment 3 - Current Events.docx | Fall 2021

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5400 - Assignment 2 - Class Technology.docx | Fall 2021

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Class Technology Tool Assignment

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Technology Tool Assignment iteach 5400 TX.docx

Class Technology Tool Assignment

This is an assignment completed for class relating to integrating technology into lessons, discusses why the technology would be useful for this particular lesson. Read less

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More related content, similar to class technology tool assignment, similar to class technology tool assignment ( 20 ), more from j'nai whitehead, mshrm, more from j'nai whitehead, mshrm ( 7 ), recently uploaded, recently uploaded ( 20 ).

• 1. J’Nai Whitehead August 16, 2020 Class Technology Tool Assignment 110.24. English Language Arts and Reading, Grade 8, Adopted 2017. 1. Choose a technology that you can integrate into a lesson plan for your content area. I would create a lesson using Google Classroom for ELA, grade 8. The lesson will consist of different literacy genres, such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories. I would include audio and short clips from movies based on books for students to identify the genre. Students will be required to determine the meaning of vocabulary words from the context in which the word is used in the story. After the introduction to poetry, students will play a KAHOOT game to help them identify poetic forms such as epic, lyric, and humorous poetry. Towards the end of the unit, students will read a “Midsummer Night’s Dream” by Shakespeare and then watch the play. Students will watch corresponding Acts in the play after reading with a partner. I will ask students to recall the kinds of things that they thought about as they watched the movie. Students will respond with ideas that suggest they were comparing the book to the movie and mentally noting similarities and differences 2. Reference at least one higher-order learning objective. Each student will define vocabulary words by using the context described in the story, poem, or playwright. Each student will identify vocabulary words while watching the play to confirm their initial definition based on the context in the written text. Each student will identify different literary genres by playing the KAHOOT game with the entire class and again with a partner. Each student will recall literary genres as they are presented in the KAHOOT game through various types of media (audio, visual, movie clip, etc…) Each student will write a 300-word essay on one theme (provided by the teacher) from “A Midsummer Night’s Dream”. Students will analyze the chosen theme by presenting evidence from Acts and Scenes in the written playwright and/or the movie. 1
• 2. J’Nai Whitehead August 16, 2020 TEKS Addressed: (2) The student uses newly acquired vocabulary expressively. The student is expected to: (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech; (B) use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and (6) Creating and imagining. The student uses imagination and creativity to prepare and perform various types of literature. The student is expected to: (A) use imagination to plan, organize, and tell stories; (E) use appropriate verbal and nonverbal skills in individual or group interpretations of literature; and (F) use appreciative and critical-listening skills to respond appropriately to class, public, or media performances. (8) Multiple genres: The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories; (B) analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry; (C) analyze how playwrights develop dramatic action through the use of acts and scenes; 2
• 3. J’Nai Whitehead August 16, 2020 3. How will using this technology enhance the student learning of your chosen objective? By using blended learning, students’ curriculum will be partially delivered in person and partially via digital means. The technology that I chose to use will allow for more active learning and can increase engagement among students that wouldn’t necessarily work together (KAHOOT with a partner). Creating ‘gamification’ in my classroom will create healthy competitive scenarios. I would ensure that the methods I use are also effective by designing them to support my course learning objectives. Using the film version of “A Midsummer Night’s Dream”, will enhance student learning, especially when I ask students to think critically in relation to the written version of the story. This lesson will explicitly focus on intertextual connections by comparing different versions of the same story. The students will be able to move beyond basic analysis to the more sophisticated skill of comparing their analysis of two different texts. 4.What are the risks or drawbacks to using this technology? How will you minimize these issues? One drawback of adding technology to the classroom is the student’s (overall) increased amount of exposure to electronic devices. I will try to minimize this issue by playing the KAHOOT game during the last 15 minutes of class. The second drawback to student’s use of technology is that they have less human interaction. I will minimize this issue by playing scenes of “A Midsummer’s Night Dream” that corresponds with the acts and scenes read during the day’s lesson. Each scene should be no longer than 15 minutes. The third drawback of using technology is that not all students have access to it. Depending on the school district laptops may not be provided to every student. If laptops are distributed, some students may not have access at home to the internet. I will minimize this issue by using technology in the classroom and not assigning work outside of class that requires the use of technology. 3

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

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Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

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Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

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Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia

ITEACH ACP - Sergio Lira-TX5400-Technology Tool Assignment-iTEACH ACP.docx

• University of Houston, Downtown
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