Seminar 3: #3

Welcome

EED 4600: Seminar 3

Technology Integration Ghaida Alrawashdeh, PhD

Lets GO!

Today’s Agenda

Review syllabus and assignments

Welcome & Sharing

Teaching to Change the World Chapter 11

Digital tools to support all students

Reflection & Assignments

AI?

Today’s Learning Outcomes

You will be able to:

1. Understand the importance of inclusivity in diverse classrooms and its role in promoting equitable access to learning.
2. Recognize the significance of Universal Design for Learning (UDL) principles in creating accessible and engaging educational experiences.
3. Identify key examples of assistive technologies and their impact on supporting students with disabilities in the learning process.

Assignments

Assignments

#1

#2

#4

#5

#3

Participation & Professionalism

Video Analysis of Teaching Enactment

Learning Management System: Creating a Class

E-Portfolio

Field Notes

Rubric

Rubric

• Pics and text profile, including OU experiences and personal introduction
• Teaching Philosophy

Under "My Teaching" have: 1- Three Tech Activities; 2- Lesson plans (CTP2 math/science); 3- Video Analysis of Teaching Enactment

E-Portfolio

This website provides examples of all your assignments to guide you through each task and ensure clarity in expectations.

Under "Professional Growth" have a subtab for "Professional Learning Network"

• Introduction letter
• Classroom newsletter

The rubric I will use to grade your e-portfolio

Field Experience Check-in

Share with a partner outside your group!

Take turns sharing about your field placement: ➢One win (something that went well in the past week or two). ➢One challenge (issue, concern, or question you’ve been facing). Listen actively, ask questions, and offer support or ideas. Be ready to share one big takeaway from your group discussion with the class.

10:00

Info

Update your evidence slide deck

05:00

Teaching to Change the World – Chapter 11

Chapter 11 starts with two common, contradictory complaints about parents: 1- "Parents are TOO Involved" 2- "Parents are NOT Involved Enough" Use one-word or short-phrase examples of what these complaints look like (e.g., "Helicopter parents," "Never check homework," "Complain about grades," "No-show for conferences"

Answers

Monday (MUC)

Tuesday

07:00

Monday (Paw)

Teaching to Change the World – Chapter 11

Model A: The school defines the needs and tells parents how to help. Model B: Families and the school work together as partners. Scenario: The school’s science test scores are low. What does Model A (School’s Agenda) look like? (e.g., The school sends a mandatory packet of practice tests home for parents to drill their children). What does Model B (Partnership) look like? (e.g., The school forms a committee of teachers AND parents to investigate the science curriculum and teaching methods, not just blame the kids).

Answers

Monday (MUC)

Tuesday

07:00

Monday (Paw)

Teaching to Change the World – Chapter 11

Whose Agenda Is It? As a future teacher, what is one small thing you could do to move from Model A (School's Agenda) toward Model B (Partnership) when working with a student’s family? (e.g., Ask parents about their child’s strengths, Learn about the community, Invite families to share their knowledge in class).

Answers

Monday (MUC)

Tuesday

03:00

Monday (Paw)

Break

Technology Inclusivity

Diverse Learning Needs• Today's classrooms are increasingly diverse, with students coming from varied backgrounds and possessing a wide range of learning needs and abilities. • Students may have diverse learning preferences, cultural backgrounds, languages, cognitive abilities, and physical abilities. • Some students may require additional support due to disabilities, while others may excel in specific areas.

Technology Inclusivity

The Importance of Inclusivity Equity and Access • Inclusivity in education is about ensuring that all students have equitable access to high-quality learning experiences. • Equity means that every student has the opportunity to succeed and thrive, regardless of their background or abilities. • Inclusive education promotes equal access to educational resources, regardless of differences.

Why Inclusive Digital Tools?

Inclusive digital tools play a pivotal role in leveling the playing field for students with diverse needs.

These tools provide: customization options, adaptability, and flexibility to cater to individual learning preferences and abilities.

Universal Design for Learning (UDL)

Rotation Tables

UDL is based on the idea that curriculum and instruction should be designed to meet the diverse needs of every learner. Using sticky notes explore how it helps in terms of:

UDL’s Relation to Educational Technology

UDL’s Relation to Educational Technology

As a group, complete this sentence frame on a shared slide:

“Culturally responsive digital content means… and in my classroom, I can promote it by…”

Answers

Be ready to share one key takeaway with the class.

Monday (MUC)

Tuesday

10:00

Monday (Paw)

Open Educational Resources (OER)

What are the benefits?

Answers

02:00

This page is password protected

Enter the password

Personalized Learning

Personalized Learning

Technology to Support Multiple Means of...

Go through this resource to share 1 take away related to how technology can support multiple means of: 1)engagement; 2) representation; 3)expression

Start

Assistive Technologies

Assistive technologies play a crucial role in supporting students with disabilities in their educational journey. These tools are designed to remove barriers and provide equal access to learning opportunities for all students, regardless of their disabilities. Assistive technologies address a wide range of disabilities, including: • Tools help individuals with visual impairments access and interact with digital content. • Solutions provide alternative ways to perceive auditory information. • Assistive tools support reading, writing, and comprehension challenges. • Technologies assist with physical access to devices and interfaces.

What assistive tools available to meet specific needs?use Google to list 10 How might this tool enhance the learning experience for students with specific needs?

Start

Session #4

AI

What is AI?

Define AI in one sentence

AI is a branch of computer science aimed at creating machines that mimic human intelligence

• Think about AI in your own words.

• Don’t worry about being technical; just describe what you think AI is or does.

• Keep it to one sentence.

• Post your one-sentence definition.

Start

AI

What is AI?

• Where have you seen AI in everyday life?

• Can AI think or learn like humans?
• What tasks would you trust AI to do?
• Tasks you might let a computer or AI system handle instead of a human

AI

What is AI?

Would you work on a team that is completely AI if the pay is good, the workload is manageable, and it’s in a field you’re interested in? Why or why not? How comfortable would you feel having an AI manager? Do you think an AI manager, trained specifically to manage people, would be fair and professional? Why or why not? Watch the video where a real person describes their experience working on a team of AI, including an AI manager. Did your thoughts about working on a fully AI team change? How so? Do you think an AI manager could behave the same way as in the video? Explain your reasoning.

AI

AI in Eduaction

In January 2023, New York City Public Schools banned access to the AI technology ChatGPT on its school wireless networks and devices. By May 2023, NYCPS rescinded the ban, with Chancellor David Banks acknowledging the district acted out of “knee-jerk fear” and saying district leadership “overlooked the potential of generative AI to support students and teachers, as well as the reality that our students are participating in and will work in a world where understanding generative AI is crucial.

AI

What is AI?

An AI is basically a system that follows a set of rules or instructions to do something: this set of rules is called an algorithm.

1- Reactive AI: Responds to inputs only, no memory or learning (e.g., Alexa). 2- Predictive AI: Learns from past data to guess what comes next (e.g., Netflix). 3- Generative AI: Creates new content based on learned patterns (e.g., ChatGPT).

AI

What is AI?

Generative AI

AI

What is AI?

Types

For each example, decide: Reactive, Predictive, or Generative. Discuss why you chose that type. Look for clues like: - Does it just respond (Reactive)? - Does it use past data to predict (Predictive)? - Does it create something new (Generative)?

Answers

Monday (MUC)

Tuesday

Answers

Monday (Paw)

AI Bias

AI

AI in Eduaction

Using Gen AI carefully and thoughtfully

AI

Ethical AI

The ethical and emotional implications of AI tools in education extend beyond privacy and fairness to include their psychological impact on students.

The Eliza Effect, where users form emotional connections with AI despite knowing it lacks true understanding, underscores these concerns.

Her: a man who develops a relationship with Samantha (Scarlett Johansson), an artificially intelligent operating system personified through a female voice.

Watch

Sewell Setzer, a 14-year-old who tragically took his own life after becoming emotionally dependent on a Character.AI chatbot

AI

Ethical AI

Data Protection Laws

1. COPPA (Children's Online Privacy Protection Act)

When using AI tools with children under 13, COPPA requires that any AI application or service collecting personal information must obtain parental consent. This ensures that AI tools handle children's data responsibly and protect their privacy. For example, if an AI educational app collects data on student performance, it must have parental approval before doing so. 2. FERPA (Family Educational Rights and Privacy Act) FERPA protects the privacy of student education records, including data collected by AI tools used in schools. AI applications that analyze student performance or behavior must ensure that the data is secure and accessible only to authorized individuals. Parents have the right to access and request changes to their children's data, ensuring transparency and control over educational records.

Generative AI Product Tracker

AI

AI in Eduaction

Cat zoomies AI or Real? What type of AI? How can you tell?

“Expert AI requires Expertise” – Derek Bluff, OU AI Day 10/15/2024 Note: Developing and effectively using AI systems necessitates understanding and specialized knowledge. While AI can perform complex tasks, the creation, implementation, and management of these systems require human expertise. This expertise ensures that AI functions correctly and is applied in ways that truly benefit users.

Video Analysis of Teaching Enactment

During this semester, you will present a technology-integrated lesson to your mentor teacher’s class that demonstrates Leading a Group Discussion, and capture a video of the lesson.For this assignment, you will analyze your video.

• Describe what you did well and what needs improvement.
• Clearly outline the steps you will take to improve in the future.
• When designing this lesson, address the concepts discussed in Learning First, Technology Second, engaging students in learning, enhancing lessons, and, if appropriate, extending the learning.
• You do not need to submit a lesson plan for this lesson, but the lesson should demonstrate thoughtful planning, connection to the content being taught, and best practices in instruction. (10 points)

Template

Link

Characteristics of Productive Whole-Class Discussions

Thank You!

We will continue learning

At the start of the semester, you will create a Google document based on the template we provide. That document will be shared with all Seminar instructors. Throughout each four-week module, you will turn in field notes related to that particular area of focus, with one entry for every time you are in the field. For this rotation, you will share what you have observed as it relates to teaching students using technology to enhance teaching and learning. At the end of the semester, this document will be uploaded to SL&L. (5 points each)

Student Teaching Expectation Clarification (Official Statement): Interns are highly encouraged to pass the MTTC for the grade band that they are teaching in before they student teach. Students are able to petition to go on to student teaching without passing these exams. Advisors will guide on this matter, if any issues arise. The role of the mentor is to support the intern while also supporting their K-6 students to be successful. Since they are the teacher of record and are ultimately responsible for their learning, mentor teachers do not leave their interns when they are student teaching. Interns may be alone at times, but the mentor teacher is likely monitoring to make sure the intern and students are successful.

Technology integration assignments

As you progress through your professional courses, you will continue to enhance your electronic portfolio. Each semester, you will add new components to ensure it is comprehensive and ready for potential employers by your internship. This semester, you will expand your e-portfolio by adding: (20 points) 1- Professional Growth Section:Professional Learning Network (PLN): Upload your latest PLN. 2- My Teaching Section: Video Evidence of Core Practice: Upload a video demonstrating the enactment of at least one core practice. 3- My Classroom Section:Introduction Letter: Upload your letter that introduces yourself to parents and students. Classroom Newsletter: Upload your newsletter that you would send to students' families.

We learn a lot from the comments and insights of others. Your participation reflects the degree and quality of your contributions from your readings and other preparations, as well as the sharing of relevant ideas and experiences. You will be evaluated based upon the quality and frequency of your responses and contributions in class and during group work. Absence, tardiness, and early departure affect this grade because those that are not present are unable to participate. (5 points weekly)

During this semester, you will present a technology-integrated lesson to your mentor teacher’s class that demonstrates Leading a Group Discussion, and capture a video of the lesson. For this assignment, you will analyze your video. 1) Describe what you did well and what needs improvement. 2) Clearly outline the steps you will take to improve in the future. When designing this lesson, address the concepts discussed in Learning First, Technology Second, engaging students in learning, enhancing lessons, and, if appropriate, extending the learning. You do not need to submit a lesson plan for this lesson, but the lesson should demonstrate thoughtful planning, connection to the content being taught, and best practices in instruction. (10 points)

Many school districts make use of a learning management system for organizing digital tools, creating, distributing, and assessing student work, communicating with students, and recording grades. Your task is to create a tailored Google Classroom for a grade level of your choice, focusing on age-appropriate presentation and functionality. Construct a visually engaging Google Classroom encompassing: • Visual Design: Develop an organizational layout and a banner image reflecting your classroom' sessence for the specific age group. • Content Organization: Arrange topics by subject area or weeks in a manner suitable for the grade level. • Assignments: Create four assignments. Assess at least two student assignments, providing feed back and grades. • Announcement: Craft a class announcement. Compile evidence of your Google Classroom setup into a slide deck with appropriately labeled screenshotsfor submission. (20 points)

Student Teaching Expectation Clarification (Official Statement): Interns are highly encouraged to pass the MTTC for the grade band that they are teaching in before they student teach. Students are able to petition to go on to student teaching without passing these exams. Advisors will guide on this matter, if any issues arise. The role of the mentor is to support the intern while also supporting their K-6 students to be successful. Since they are the teacher of record and are ultimately responsible for their learning, mentor teachers do not leave their interns when they are student teaching. Interns may be alone at times, but the mentor teacher is likely monitoring to make sure the intern and students are successful.