Bloom's Taxonomy Meets the Digital Age

Whether this is your first year in a 1:1 classroom or if you have a few years experience integrating technology, one cannot  deny the changing state of education in the technical realm.  I  have read the research that describes our students as digital natives and teachers as digital immigrants.  According to  Marc Prensky,  "Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach."

We live in an age where the students in our classroom will grow up never not having a basic knowledge or understanding of the Internet, social media, or high tech gadgets.  We must adapt. No one can argue with the fact that technology automatically raises the level of  engagement and motivation in the classroom setting.  Because educational technology can be overwhelming, it is good to surround yourself with a supportive and  collaborative group that will help you identify tech that can be effectively integrated to  support daily instruction.  This graphic shows how specific apps can help a teacher  teach on the various levels of Bloom's Taxonomy.  Use your QR reader to read some of the blog articles that offer a bit more explanation.   This is something else that can be used in a classroom - def. with those students who may be reluctant readers. 

For a larger version of this graphic, please click on the following link:
http://www.unity.net.au/padwheel/padwheelposter.pdf

Digital Natives, Digital Immigrants by Marc Prensky
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

The Most Helpful Tool on Blackboard 2013

The Most Helpful Tool on Blackboard 2013 from Jenny Dixon

Blackboard Tools for a 21st Century Classroom

Blackboard Tools For a 21st Century
Presenters:  D'Andre Blouin and Jenny Dixon

 

Blackboard tools for a 21st century classroom bayou bug 2013 from Jenny Dixon

Why should I use Peer Assessment?

Why should I use Peer Assessment?

Great article on the benefits of peer assessments.

Happy Reading!

JD

BayouBug – 3rd Annual Mini-Conference

http://www.cpsb.org/bayoubug/index.asp

Can't wait to see everyone at the 3rd Annual BayouBug Mini-Conference!

Check out the link above.  See ya there!

Our LACUE 2012 Presentation

This presentation includes the talking points of our LACUE 2012 presentation on the team teaching approach to technology integration, as well as a few videos.

Our LACUE 2012 Presentation (Prezi)

Cross-Curricular Activities and Technology Integration

One of the benefits of teaming is being able to promote cross-curricular learning.  The easiest way to integrate other content areas is by using the vocabulary from your teammates' classes and knowing what their student objectives (we call them learning targets) are. Here is one easy example of how we have used cross-curricular activities WITH technology.

ELA and social studies often go hand-in-hand. Social studies has a great amount of non-fiction reading in the content area. With the push to Common Core State Standards, ELA has a good focus on reading for information. We discussed the ELA CCSS RIT.1:

•Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text.

Mrs. Dixon taught students the difference between explicit information and implicit information within a non-fiction text. They chose and read articles, identified information, and created graphics to accompany those articles.

In social studies, Mrs. Esneault used the terms "explicit" and "implicit" when discussing non-fiction texts within the content area. Students identified questions to answer about the content, then found explicit and implicit information in responding to those questions. Using Web 2.0 tools, students created a non-fiction graphic to represent ideas learned about the subject.

We knew we had truly arrived with cross-curricular connections about explicit and implicit information when the students, in math class, exclaimed during an activity on LCM and GCF, "Mrs. Rouillier, some of this is implicit information!" when they referred to word problems.

We frequently collaborate and integrate the vocabulary from each others' classes to help students make connections.

Integrating ELA Into Social Studies, leads to Math connection!

Article contributed by Jennifer Dixon, Jennifer Esneault, and Katie Rouillier