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I have chosen the 21st century skill of knowledge construction. My Sway includes some links and ideas that the learners can use as a springboard for their learning.
<br style=”box-sizing: inherit;” />I plan to develop the skill of knowledge construction through the use of technology in the coming year. I might start off by using Forms to generate some feedback on the learners’ prior knowledge of the topic (e.g. Spain). I will then use the information to create a Sway which the children can open on the school laptops and work on in pairs to extend their knowledge. They will develop their skills of doing internet research, identifying reliable sources for information, how to present the information in their own words/ways etc. They can then choose their own method of presenting their knowledge, be it their own Sway, a Powerpoint etc.
I could use a knowledge construction rubric to ensure that the learning process is scaffolded and differentiated for all learners based on their ability levels. I would really try to ensure that I repeat this entire process over the year and integrate the other skills too such as collaboration, skilled communication etc.
I can use digital technology in my classroom to enhance students’ learning in a variety of ways. Using Forms I can assess their prior knowledge on a subject and I can also assess their learning at the end of a topic too. Furthermore, the children can show what they have learnt by creating projects, completing assignments and contributing to class/school newsletters on Sway.
I can use Powerpoint to both teach lessons and do voiceover recordings which the children (and myself) can come back to for reference. I can also use OneNote to link in with Powerpoint and to collaborate with colleagues to share ideas and enhance lessons. The most important thing that I have taken with me is that each of the above tools that I have mentioned are easily tweaked and altered to cater for the learning needs of all learners. This is really impressive and is lending into a newer way of thinking where we cater for the needs of all learners.
I can now apply School Self Evaluation Guidelines to my teaching in a variety of ways. For example, we can use Forms to identify areas for focus through staff surveys and furthermore, I could use Forms and OneNote to gather evidence and help analyse, compile and implement improvement plans.
Calendar and Teams could be used for meetings and to keep an account of where we are at in the process. This could all be tied in with using the Digital Learning Framework document and looking at the similarities between the two. It would also help to bring more focus and attention to the use of digital learning as an effective tool within the classroom.
Developing my own use of Digital Technology at school level (SSE) can have a largely positive impact on both staff and students. Using the tools that I have engaged with on this course and showing them to other staff can encourage the gentle roll out of a digitally led programme of work at whole school level. Again, this caters for the needs of every learner and the more staff that are on board with this, the better the outcome for all.
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<p class=”MsoNormal”>I have chosen the 21<sup>st</sup> century skill of knowledge construction. My Sway includes some links and ideas that the learners can use as a springboard for their learning.</p>
<p class=”MsoNormal”>I plan to develop the skill of knowledge construction through the use of technology in the coming year. I might start off by using Forms to generate some feedback on the learners’ prior knowledge of the topic (e.g. Spain).<span style=”mso-spacerun: yes;”> </span>I will then use the information to create a Sway which the children can open on the school laptops and work on in pairs to extend their knowledge. <span style=”mso-spacerun: yes;”> </span>They will develop their skills of doing internet research, identifying reliable sources for information, how to present the information in their own words/ways etc. They can then choose their own method of presenting their knowledge, be it their own Sway, a Powerpoint etc.</p>
<p class=”MsoNormal”>I could use a knowledge construction rubric to ensure that the learning process is scaffolded and differentiated for all learners based on their ability levels. I would really try to ensure that I repeat this entire process over the year and integrate the other skills too such as collaboration, skilled communication etc.</p><span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>I can use Digital Technology in my classroom to enhance students learning in a variety of ways. Using Forms I can assess their prior knowledge on a subject and I can also assess their learning at the end of a topic too. Furthermore, the children can show what they have learnt by creating projects, completing assignments and contributing to class/school newsletters on Sway. </span>
<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>I can use Powerpoint to both teach lessons and do voiceover recordings which the children (and myself) can come back to for reference. I can also use OneNote to link in with Powerpoint and to collaborate with colleagues to share ideas and enhance lessons. The most important thing that I have taken with me is that each of the above tools that I have mentioned are easily tweaked and altered to cater for the learning needs of all learners. This is really impressive and is lending into a newer way of thinking where we cater for the needs of all learners. </span>
<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>I can you now apply School Self Evaluation Guidelines to my teaching in a variety of ways. For example, we can use Forms to identify areas for focus through staff surveys and furthermore, I could use Forms and OneNote to gather evidence and help analyse, compile and implement improvement plans. Calendar and Teams could be used for meetings and to keep an account of where we are at in the process. This could all be tied in with using the Digital Learning Framework document and looking at the similarities between the two. It would also help to bring more focus and attention to the use of digital learning as an effective tool within the classroom.</span>
<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>Developing my own use of Digital Technology at school level (SSE) can have a largely positive impact on both staff and students. Using the tools that I have engaged with on this course and showing them to other staff can encourage the gentle roll out of a digitally led programme of work at whole school level. Again, this caters for the needs of every learner and the more staff that are on board with this, the better the outcome for all. </span>
There are lots of ways that OneNote and the learning tools can support and expand deeper learning opportunities for students. For starters, OneNote can be used for the planning stages of lessons and this can serve to make the content of lessons richer and if used collaboratively with teachers in the same year group, the more people that work on it, the stronger the content will be.
I like specific tools such as the colour coding for the poem in the example slides. This would cater for visual learners, EAL learners and learners with additional needs. I think it really all lends into the concept of Universal Design for Learning (UDL) which is a concept that is becoming more and more current in modern teaching.
What I also like is the idea that using OneNote for planning/note taking means that they will be there in the future to look back on. Using handwritten notes means that the majority of them get thrown out or lost over time. Moving to a digital platform has lots of benefits.
Using Microsoft Teams for shared department resources is a bit of a no brainer if you’re confident in how to use the tools involved. So many areas can be accessed and collaborated on from meetings to calendars and sharing in the creation of and setting of assignments for students. It is a great opportunity for both professional development and helping schools to become digital practioners. Obstacles to this would most likely be lack of enthusiasm from staff members which I think generally comes from lack of knowledge and fear of technology. This could easily be overcome through CPD. In the beginning it would be time consuming but I think over time the benefits would outweigh this.
Using Teams for classroom resources would mean making much of the curriculum accessible to our learners in a digital form which as so many benefits for all children but especially those with additional needs. Being able to deliver a lesson with visual and auditory components would be hugely beneficial in regards to this. I think a challenge here would be convincing staff to get on board with Teams as a digital means of communication after spending the past couple of years getting on board with Seesaw and Padlet as well as using Aladdin for our day to day digital communication. However, seeing as our school has a Microsoft 365 subscription and we are planning to use the Teams calendar from September for all staff communication, I think it would be worthwhile taking small steps to fully immerse ourselves into the tools available to us through Microsoft, e.g. forms, sway, powerpoint recordings, assignments and assessments etc.
I found using both Sway and Forms very easy once you got into the swing of it. I think using it frequently would really embed it into school practise. Sharing the knowledge that I have learnt here during module 1 with colleagues would lead to collaborative practise. Both resources could be used within individual classrooms as a way of showcasing the childrens’ work and as a tool for useful assessment.
This could be furthered by sharing within a year group so that teachers completing the same tasks and topics could learn from me and include it as part of their best practise.
Furthermore, on a whole school scale, the tools could be used in so many areas to enhance the SSE process. Forms can be used to gather opinions and feedback from staff. Sway could be used as a digital portfolio to gather evidence of the work being done around SSE. For example, if literacy was a focus area in SSE, then each child could have a portfolio where they show their learning across all areas of literacy – oral language, reading, writing etc. Teachers could assess the childrens’ prior knowledge of a literacy topic through Forms and could later do a summative assessment to determine what they have learned. This could all be fed back at staff meetings and used as evidence to show the development of the schools’ vision for literacy as a SSE focus area.
All in all, I think both Sway and Forms have their uses and benefits in school life.
