Integrating Digital Tools
Integrating learning centers into a blended ELA curriculum not only aligns with instructional standards but also embraces the best practices of digital pedagogy. The use of Nearpod, List.ly, and EdPuzzle supports differentiated instruction, builds digital literacy, and helps students develop key reading skills engagingly and interactively.
Curated Space Link
https://list.ly/list/ChPS-technology-to-help-teach-main-idea-and-details
Annotated Video Links:
https://edpuzzle.com/assignments/68759d1389a814afe4907b1a/watch
https://edpuzzle.com/assignments/6877a565c61981f351df8b73/watch
Integrating Digital Tools
This blended learning unit integrates technology, collaborative learning experiences, and continuous reflection. Teachers will build both confidence and competence in delivering effective literacy instruction. The use of formative and summative assessments, supported by digital tools, ensures that learning is personalized, feedback is timely, and instructional growth is ongoing. By the end of the unit, participants will have developed a portfolio of practical strategies and resources, demonstrating their commitment to continuous improvement and their readiness to meet the diverse needs of struggling readers in their classrooms.
Flipping Your Curriculum with Technology Integration
The use of digital tools not only supports differentiated instruction but also aligns with ISTE standards that empower students as knowledge constructors (ISTE, 2016). Through peer review, reflection, and optional classroom implementation, teachers will leave this PD with practical strategies they can immediately apply. Continued support will be provided through shared Padlet feedback and future check-ins, fostering a professional community focused on innovative vocabulary instruction, one word at a time.
Using Technology for Authentic Assessments
This module has been instrumental in shaping my understanding of authentic assessments and the role technology plays in enriching them. For example, through examining historical and technological trends, I recognized how the shift from behaviorist to constructivist theories was influenced by emerging digital tools. With this lens, I learned to evaluate digital tools such as interactive simulations and virtual labs that align with experiential learning theories.
In the context of 21st-century learning, tools like Padlet and Google Forms helped me meet diverse student needs across learning modalities. I developed a 'digital toolbox' that categorizes tools by modality: visual (Canva), kinesthetic (Quizlet Live), reading/writing (Google Docs), and multimodal (Nearpod).
When applying the ASSURE model, I focused on analyzing individual learner needs. For example, I incorporated text-to-speech features and scaffolded video content in Edpuzzle to support learners with reading challenges. I ensured instructional goals aligned with technology and media choices, such as using Kahoot! for immediate formative feedback.
My critical inquiry into flipped classrooms revealed that while they foster active learning and self-pacing, they also require digital access and preparation. I integrated tools like Padlet for asynchronous collaboration. Moreover, my ePortfolio includes authentic assessments such as student-led video reflections and digital presentations, demonstrating learner-centered instruction and meaningful application of knowledge. These strategies align with constructivist and connectivism theories, further affirming my commitment to leveraging technology for authentic, reflective, and inclusive learning.
Finally, I created the self-assessment rubric to evaluate key aspects of my professional ePortfolio, emphasizing reflection quality and effective technology use for authentic assessments. The criteria include content accuracy to ensure alignment with course goals (Barrett, 2010), breadth of evidence to showcase diverse applications of blended learning (Ashraf et al., 2021), and depth of reflection to connect theory with practice and promote growth (Guskey, 2002). Technology integration assesses the purposeful use of digital tools following ISTE standards (ISTE, 2022), while organization and clarity focus on making the portfolio accessible and coherent (Barrett, 2010). Together, these criteria support meaningful self-reflection and ongoing improvement based on educational best practices.
Infopics and Infographics
Digital Storytelling
This module has encouraged me to closely examine the Bring Your Own Device (BYOD) resources available to my students and to consider how these tools can enrich authentic learning experiences. While most students have access to personal smartphones or tablets, the quality and functionality of these devices differ, and home internet access is not always reliable. These factors highlight the importance of thoughtfully planning both in-class and at-home digital activities.
Expanding device accessibility could involve forming partnerships with local businesses or community organizations to support device loan programs or provide subsidized hotspots. Pursuing grant opportunities designed to address the digital divide would also be valuable. Additionally, establishing shared charging stations and maintaining a small set of school-owned tablets would help ensure every student can fully participate in BYOD initiatives.
For this assessment, smartphones offer powerful opportunities for students to create, share, and gather information. Learners could use their devices to capture images, record interviews, or conduct quick surveys with tools such as Google Forms or Padlet. This approach promotes student ownership of the learning process while strengthening digital literacy and collaboration skills.
Digital storytelling is an adaptable and dynamic assessment strategy. It enables students to synthesize content, demonstrate creativity, and communicate their ideas to authentic audiences. Whether documenting a science experiment, explaining a math concept, reflecting on personal experiences, or advocating for a social issue, digital storytelling fosters deeper engagement and critical thinking. Its flexibility across grade levels, subject areas, and learner
Using Social Media to Promote Collaboration
Using Social Media to Promote Collaboration
Padlet has been integrated into the revised blended curriculum lessons to enhance collaboration, engagement, and reflective practice among educators. As a digital platform that allows users to post and interact with multimedia content in a visually organized space, Padlet supports meaningful dialogue and resource sharing in both vocabulary development and comprehension instruction. In Lesson 2, teachers use Padlet to share their Quizlet vocabulary sets, inviting peer feedback on definitions, visuals, and accessibility for students reading below grade level. This collaborative exchange helps refine instructional materials and builds a shared repository of vocabulary resources.
In Lesson 3, Padlet facilitates deeper engagement with informational texts by allowing teachers to post comprehension prompts and model responses based on Newsela articles. Colleagues provide feedback on the alignment of prompts with text-based evidence strategies and suggest alternative questioning techniques, fostering a creative and supportive learning environment. Beyond lesson-specific tasks, Padlet also serves as a space for professional reflection, where teachers document insights, track growth, and revise strategies based on peer and instructor feedback. Its customizable layouts, multimedia support, and interactive features make Padlet an ideal tool for promoting instructional consistency, innovation, and the collaborative spirit of Critical Friends Groups (CFGs).
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