This weeks content researching a variety of videos that incorporate media and technology in the classroom and instruction relates to my daily practice in several ways. It was refreshing to spend time researching videos, which allowed me an opportunity to "borrow:" some best-practice ideas to incorporate into my daily instruction. Additionally, I witnessed several creative and innovative strategies for promoting student engagement. The use of individual "one-to-one" devices for each student in the classroom makes it more affordable and space saving versus the purchase of desktop computers or laptops. The use of iPads, especially for younger students, and students with special needs, make them for versatile and user-friendly. The use of iPads promote student engagement and allows them to take virtual field trips, and "real life" experiences. Although, while exploring a few of the List of Web 2.0 sites, I was initially quick to judge various places as being ones that only can be used by my student's typical peers. However, I was proven wrong; as I could easily use several of the sites; such as; Animate, Explain Everything, Prezi, Glogster., and others. Some key elements that must be included in my classroom to prepare my students and colleagues for the future are my knowledge and ability to use various technology devices, applications, software, etc. Lastly, my enthusiasm and motivation will play a role in the engagement and motivation of colleagues, and students along with their parents. Clipart: https://dumielauxepices.net/wallpaper-1846273
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In completing the reading assignment, I found myself reflecting my first two years as a teacher in Washington State. My first teaching assignment was teaching Deaf and Hard of Hearing for grades Pre-K and Kindergarten. While I worked for a district that served nearly 23,000 local students, the district was contracted by several neighboring districts to provide instruction and services for Deaf and Hard of Hearing (DHH) students. While these students were receiving an education by teachers, paraprofessionals who were fluent in American Sign Language (ASL), and had access to sign language interpreters in their inclusive learning environments, they were not attending schools in their district of residence. For many of these students, their academic day started before dawn and ended after dust, due to extended time spent transporting to/from school. The problem lies in that their district of residence did not have the finances/budget to hire qualified Deaf/Hard of Hearing teachers, paraprofessionals, interpreters, Audiologist, SLP's that specialize in working with DHH students.
I would change how funding is allocated to districts to enable them to provide FAPE and services for students with special needs and allow them to attend their home school pithing their district of residence. According to an article titled "Importance of Students attending schools in Their Neighborhood there are safety, financial rewards along with diversity, culture, sense of community and health benefits to students attending schools in their communities. (OCadiz, 2017). |
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