Question: What are the benefits of combining a traditional face-to-face classroom with an online classroom in a special education classroom?
This week, I have learned that the focus behind ISTE Standard 1 is to facilitate and inspire student learning and creativity through innovative thinking, the use of digital tools and resources, and partnering face-to-face and virtual environments. Technology is becoming more and more accessible in schools throughout our country. In accordance with ISTE Standard 1, the Google classroom is an innovative way to inspire student learning. Within the classroom, students can view their syllabus, create a calendar, complete assignments, work on journal entries, and collaborate with other Google products. Information can be shared instantaneously with the click of a button between students and teachers. According to Deaton et al. (2013), the application and purposeful use of software and hardware helps learners to manipulate and generate unique interpretations and to represent their knowledge flexibly and meaningfully. In turn, such approaches encourage students to become creative, critical thinkers, problem solvers, and effective users of technology. The potential for the Google classroom is vast. Students can create projects using applications such as iMovie and Prezi and link them to the classroom for their classmates to view.
Over the course of the week, my mind has been filled with numerous different project ideas for my future students using these applications. Digital storytelling is a new concept to me and I find its application possibilities very exciting. I work in a special education classroom where we strive to help our students create internship portfolios. With the use of digital storytelling, I am now looking forward to apply this concept to virtual internship portfolios.
Deaton, C. C. M., Deaton, B. E., Ivankovi, D., & Norris, F. A. (2013). Creating stop-motion videos with iPads to support student’ understanding of cell processes. Journal of Digital Learning in Teacher Education, 30(2), 67-73.