Carrie Devlin
  • Blog
  • Home
  • Assistive Technology: EF
  • Assistive Technology:Reading
  • Online Learning
  • Differential Reinforcement
  • Classroom Management

Just a Thought

The rub on 21st century learning

6/19/2022

1 Comment

 
Picture
A myth I heard from a colleague recently was that students with low incidence disabilities do not use digital tools to support 21st century learning. This is simply false. Infact, my students are highly motivated by digital tech. How can we leverage this motivation while fostering 21st Century Skills to develop 21st Century Learning? It’s a tall order. 

The Rub:
Twenty-first century learning is about a cultural change in education. The learning environment has morphed from the traditional setting to a dynamic environment of how to access and find digital information, generating digital and media learning to exhibit knowledge, and developing contextual understanding of content in a structure of play (MAET, 2022). Therefore this changes instructional practices. According to Renee Hobbs in Digital and Media Literacy: A Plan of Action, digital and media literacy competencies have enormous practical value in our social and cultural communities (2010). In the classroom, digital and media literacy is a bridge to making connections across disciplines, civic engagement, and global perspectives. She impresses that the time to understand “how knowledge is constructed and how it represents reality” is now (2010). 

Where to begin?
I began with Hobb’s Digital and Media Literacy: A Process of Learning to create an effective lesson. Hobbs addresses 5 communication competencies that are essential to students' learning needs in the digital and media world of learning: access, analyze, create, reflect and act which guided my lesson plan (2022). As well, this framework provided me with a clear structure as to how my students will access digital and media learning in this lesson in a meaningful way. 

Additionally, my lesson plan aligns with Colorado Extended Evidence Outcomes, which are standards for students who have been identified with an intellectual disability (ID). Then I determined that expressing themselves through communication with an Augmentative and Alternative Communication (AAC) device and speaking is the priority. This lesson, Understanding Core Vocabulary, introduces most frequently occurring prepositions, “on” and “off” in a play-based structure. First, activating their background knowledge of “on” and “off” is a way I can access their learning and engagement. Next, in the analyze phase, I integrate technology to build on their schema and understanding of symbols to build meaning. One strategy I utilize is the Gradual Release of Responsibility or “I do, We do, You do” approach when speaking and locating vocabulary on their talker. Additionally,  I use a digital based book, Prepositions Digital Adapted Book Caterpillar, based off the familiar story by Eric Carle, The Very Hungry Caterpillar. Evidence tells us when students have an opportunity to read the same books multiple times, it benefits their literacy skills, Why Reading the Same Book Repeatedly Is Good for Kids (Even If It Drives You Nuts). As well, my students will access some digital activities, Dress Up | Daniel Tiger | PBS KIDS or Counting Pizza Party Game which reinforces their understanding of targeted vocabulary. Finally, we will create two simple sentences on our AAC device using “ on” and “off” using the Gradual Release of Responsibility approach, again. In regards to assessment, based on research, Benfits of Formative Assessment , students will be assessed through multiple formative assessments over a period of time to create a portfolio of their knowledge. First, through exhibiting independence and displaying understanding of targeted vocabulary using previous digital activities, accurately. Secondly, students will be required to perform tasks exhibiting understanding of meaning of targeted vocabulary, accurately speaking and identifying targeted vocabulary on their talkers.  


Challenge: 
One of the challenges I experienced with this process of creating a lesson plan was how to apply Hobb’s Learning Process Model to students with significant learning needs. One major priority for my students at this age is developing a mindset of “learning how to learn” (Hobbs, 2022). This is a challenge I face frequently with my students. Therefore, I approached this challenge by first prioritizing what would be taught. Then I identified what previous vocabulary my students knew from previous lessons and started there.  

Pushback:
The one pushback or question that kept surfacing was how can stakeholders (administrators, parent community, teachers and students) develop partnerships to support digital and media education and make digital and media literacy more visible? The time is now.


Resources and Image Credits: 


Buddy Son Storytime. (2021, August, 21). The very hungry caterpillar-read aloud children’s book with sound effects and music!. Youtube. https://youtu.be/021xLvsAIm4

Colorado Academic Standards: RWC Extended Evidence Outcomes. (2021, August). Colorado Department of Education.
https://www.cde.state.co.us/sites/default/files/documents/coextendedeo/documents/rwc_with_eeos.pdf

Corneal, Devon A., (2022). Why reading the same book repeatedly is good for kids (even if it drives you nuts). Brightly. https://www.readbrightly.com/why-reading-the-same-book-repeatedly-is-good-for-kids/

Fivestar. (2012). The benefits of formative assessment for special education. Fivestar. https://fivestartech.com/the-benefits-of-formative-assessment-for-special-education/

Devlin, C (2022). Understanding Core Language. [Google Document]. Google Docs. 
https://docs.google.com/document/d/1md2B3LlOzqfUSFlyTaAZcODTXuncyZrz2HlbAzhnV1c/edit

Devlin, C. (2022). Prepositions digital adapted book hungry caterpillar. Google Slides. https://docs.google.com/presentation/d/1P4mj--ind37uWcpvEHo9du2Z-dPbhDs86QVPHl722Cw/edit?usp=sharing

Hobbs, R. (2010). Digital media and literacy: a plan of action. a white paper on the digital and media literacy recommendations of the knight commission on the information needs of communities in a democracy. The Aspen Institute. https://www.aspeninstitute.org/wp-content/uploads/2010/11/Digital_and_Media_Literacy.pdf

Hobbs, R. (2022). Digital and Media Literacy: A Process of Learning. [Image]. Media Education Lab. https://mediaeducationlab.com/sites/default/files/AACRA%202022%20.pdf

Master of Arts in Educational Technology (2022, Summer). Course content from Unit 5: Unit 5.2: Explore instructional methods for 21st century learning. Michigan State University, CEP
810: Teaching Understanding with Technology.
https://d2l.msu.edu/d2l/le/content/1598284/viewContent/12441591/View


Shanahan, T. (2018, October 31) Gradual release of responsibility and complex text. Reading  
Rockets
.
https://www.readingrockets.org/blogs/shanahan-literacy/gradual-release-responsibility-and-complex-text
1 Comment
Nicholas Martinez link
11/15/2022 09:44:57 am

Generation cup all structure field. Doctor back ready to Democrat record. Sport Democrat character sea then. Stay live hold turn perform true edge.

Reply



Leave a Reply.

  
​  Start at the Beginning

Picture
Have you ever just wanted to skip over the whole process of being a novice learner? All of the mistakes, the uncertainty, cringeyness, lack of confidence, and general messiness of the learning process. A necessary place to begin. 

I found this video years ago when I first started teaching. Many of my days felt like this:  The Novice 

One main difference between experts and novices is that the expert’s organizational knowledge enables them to readily and efficiently identify patterns in order to ‘chunk’ information (Bransford et. al 2000). This ability provides experts to view a problem from a conceptual perspective or with the intent to understand the issue.
 

Another difference between the expert and novice is the expert's ability to efficiently and fluently retrieve knowledge to support problem-solving in new situations or learning. In my early years of teaching, I struggled with identifying students with academic disabilities (SLD). It is like a puzzle, yet the pieces are scattered and sometimes hidden. It was challenging to analyze the data and identify their learning patterns. As my content knowledge increased so did my pedagogical knowledge. As my PCK grew, my thinking changed in regards to teaching and learning. Therefore it would stand that as we learn to understand technology integration, we grow our understanding of its connections to our pedagogical content knowledge. 

Another tell-tale sign of the expert is their ability to adapt their knowledge and teaching to any classroom in any given opportunity. In fact, I would suggest that experts often look for opportunities to adapt their skills to a variety of teaching and learning settings. Experts are the artisans of their craft. 

​The novice must step out of their comfort zone to grasp these foundational pieces of learning in educational technology and technological integration in order to access a deeper understanding of how our PCK connects to technological knowledge.

To read more: revision2_cep_810_unit_1.pdf


Contact Us

    Subscribe Today!

Submit


References, Media, and Image Credit: 


Bransford, J., Brown, A.L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368.

Sagar, D. (2022).  [Photograph/Abraham Maslow Quote]. Quotefancy. quotefancy.com/quote/1010022/Abraham-Maslow-You-will-either-step-forward-into-growth-or-you-will-step-back-into-safety
 
Trending Happiest (2016, November 28) Trying to get through my day. [Video]. Facebook.  www.facebook.com/watch/?v=1897402760481052&ref=sharing ​



Photo used under Creative Commons from Didier Bigand
  • Blog
  • Home
  • Assistive Technology: EF
  • Assistive Technology:Reading
  • Online Learning
  • Differential Reinforcement
  • Classroom Management