Multimedia Instructional Materials Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to tradi

Discussion Question One

In learning, the role of Bloom’s Digital Taxonomy is to guide and inform teachers and other educators of how to utilize digital tools and technology to help students improve learning experiences and outcomes.  The Bloom’s Digital taxonomy is guided by the need “To expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning.”  Additionally, the exploration of the various uses of this adapted version and the wide range of tools it provides focus “should not be on the tools themselves, but rather on how the tools can act as vehicles for transforming student thinking at different levels.” 

The Inspiration software allows students to identify and create visual representations of themes, characters and plot summaries of class readings. It also allows learners to visually map the details of textbook chapters and current events articles (Diagramming Apps, LLC, 2020) Struggling learners can use inspiration maps to relate, understand and remember instructions provided by the teacher in the classroom. The application relates to the Blooms Taxonomy because it helps learners remember salient points in assigned texts in the class and explain ideas, concepts, or construct meaning from written material or graphics provided in the class.

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SimpleMind is a mapping application that allows the learners tom collect ides and brainstorm using mobile devices such as iPads. It allows learners with comprehension difficulties to gather the main ideas in a reading and come up with an analyzed report about main ideas and dominant themes (SimpleApps, 2017). The app relates to the Bloom analysis category that represents breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.

References

Diagramming Apps, LLC. (2020). Inspiration maps. Inspiration 9. https://www.inspiration-at.com/inspiration-maps/

SimpleApps. (2017, January 4). Support for SimpleMind for Mac, Windows, iPad & iPhone and Android. SimpleMind. https://simplemind.eu/support/#layout-topics

Discussion Question 2-1

Arizona Standard 6.RI.1 and SimpleMind application

Arizona Standard 6.RI.1 listed under the English Arts learning standards requires that learners, “ Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text” (Arizona Department of Education, 2020). When engaging the learners, the target in an ELA lesson would be able to help learners read assigned texts and respond to questions that need comprehension and understanding of the main ideas/themes expressed.

Teaching learners how to read, comprehend and analyze information form a reading would require technology that allows the learners to identify main ideas in a reading, break down main ideas before coming up with a detailed reflection of what they have learnt. SimpleMind is a mapping application that allows the learners tom collect ides and brainstorm using mobile devices such as iPads (SimpleApps, 2017). It allows learners with comprehension difficulties to gather the main ideas in a reading and come up with an analyzed report about main ideas and dominant themes.

Arizona Standard 6.RI.4  listed under the English Arts learning standards requires that learners determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings (Arizona Department of Education, 2020). When engaging the learners, the target in an ELA lesson would be able to help learners read assigned texts/ excerpts and pick out vocabularies. The learners should be able to explain the meaning of the words in the differently assigned contexts. Flashcards for iPad allow the learners to explore new readings while at the same time picking out words that learners struggle to read. Depending on how the application is customized, the learners can review different meanings of words, practice pronouncing them not mention apply them in writing exercise.

References

Arizona Department of Education. (2020). Arizona English language arts standards. Arizona Department of Education – Arizona Department of Education. https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/

SimpleApps. (2017, January 4). Support for SimpleMind for Mac, Windows, iPad & iPhone and Android. SimpleMind. https://simplemind.eu/support/#layout-topics

Multimedia Instructional Materials

Overview of the contents of the matrix and implementation technology in an ELA classroom

When looking to assist learners struggling with reading and comprehension, one of the most important steps that educators must consider involves understanding the different individual needs of the learners that need to be addressed by the technology. In this case, teachers are expected to evaluate the individual needs of the learners and identify technologies and applications that directly address the needs (Klingner, Vaughn, & Boardman, 2015). The technologies and applications featured in the matrix were identified and considered to be effective tools that would help learners struggling with reading and comprehension needs.

 The technologies and applications are to be used by grade nine learners. With the help of Ms. Angela, a lesson was prepared and taught while utilizing the technologies in the matrix. The ELA was guided by Arizona State Learning Standard 6.RI.1  that require the learners to cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. During lesson, Ms. Angela provided a short reading to the learners that would be used as a resource to support the class instructions.

To facilitate learning using the technologies, the learners in the ELA class will be provided with reading materials that are supported by pictures and visual images that will be uploaded in the programmed smart boards. The reading texts will be divided into excerpts that learners are supposed to read and answer questions to test their comprehension skills (Ogier, 2019). The pictures will have detailed traits of the main characters and the important details that the learners are expected to learn. Additionally, with the use of smart boards and pictures, thee learners will be able to relate specific characters in the text with the character traits. The visual images will improve memory and comprehensions.

Learners struggling with reading and comprehension can learn better if they are able to utilize technologies that model reading skills. In this case, the technologies and applications can help the learners practice reading vocabulary and practice fluency (J F., 2016). In the ELA class, the Text to speech technologies will help the learners relate to the assigned reading materials. The learner can use the technology to read the text through listening. The software reads the text as the students listen. The learners can also use the technology as a modeling tool that helps them learn how to read. The learners will listen as the software reads words then practice. More importantly, the Snap & Read Application offers different word and content resources that learners can use to practice reading and comprehension skills (Don Johnston Inc., 2020).

The ELA class was designed to help learners that have challenges reading, comprehending content and responding to instructions that require retention. The use mind maps’ technology in the Inspiration Software will be used to help learner remember salient points in assigned texts in the class. Struggling learners can use inspiration maps to relate and understand instructions provided by the teacher in the classroom (Yellin, 2017). In order to convince an administrator to acquire the technologies featured in the matrix, learners can first practice learning using the readily available supports/tools such as online visual images. By showing the educator how one of the tools can help the learners, the administrator may be compelled to explore additional technologies. Research data and statistics are additional options that administrators can be convinced to acquire the technologies featured in the matrix.

References

Bindel, A. (2020, April 21). Inspiration maps VPP. Common Sense Education. https://www.commonsense.org/education/app/inspiration-maps

Don Johnston Inc. (2020). Snap&Read – Don Johnston. Don Johnston. https://learningtools.donjohnston.com/product/snap-read/#.VkKa-KJJ9QF

J F. (2016). UDL technology: Technology for universal design for learning and special education 1.65. John F. O’Sullivan Jr.

Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties, 2/E. Guilford Publications. Retrieved fromhttps://books.google.com/books?id=TYV-BAAAQBAJ&newbks=1&newbks_redir=0&printsec=frontcover#v=onepage&q&f=false

Ogier, S. (2019). A broad and balanced curriculum in primary schools: Educating the whole child. Learning Matters.

Reich, J., & Daccord, T. (2015). Best ideas for teaching with technology: A practical guide for teachers, by teachers. Routledge.

  • Yellin, D. (2017). Essentials of integrating the language arts. Taylor & Francis.

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