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Two Truths and a Lie

This is the post excerpt.

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Greetings everyone! My name is Erika Apathy and I live in Sitka. I graduated from UAS with my Bachelors in Elementary Education in May and will be working as a substitute while I work through this program. I am excited to learn new and exciting ways to incorporate technology in a meaningful way in my future classroom. I have lived here almost all my life and truly love the community and wildlife. This summer I am working on a tour boat, where I have discovered my love of photographing wildlife. I learned to scuba dive in New Zealand during one christmas break. Lastly, I spent one year in Arkansas during my undergrad.  Which do you think is the lie?

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Week 12 reflection

I am feeling frustrated with this class again because I feel like I really worked hard to submit my best work and still only got an 80%. I spent 4 hours reviewing what feedback I was given and revised my unit before I submitted it. I think I am starting to realize that more is expected of me then when I was doing my Bachelors. In almost 4 years this is the lowest grade I have ever gotten in a class (as of right now I have a 90%) and that is terrifying to me 😦 I hope I can pass this class with an A.

 

Week 11 reflection

I felt frustrated with this weeks stage 3. I keep feeling confused about what I am supposed to be doing and what is expected of each stage. I am disappointed with myself that I didn’t score as high as I would have liked. I think this frustration comes from two places.  Last year when I did a UBD unit it was not as detailed and I was also in a classroom and actually was teaching the unit my UBD was based on. I think I am having trouble because I am having to think theoretically about my unit instead of basing it off what I am doing in a classroom with actual students. With that said I am enjoying pushing myself more and learning how to enhance my lessons with my details.

I am looking forward to putting my lesson together and starting to get ready for the end of the semester.

Week 10 reflection

This week we focused on how technology and paper assessments differ from each other. I learned a lot for our twitter session where we talked about incorporating students into their assessment and the idea of having them help create some was a brand new idea to me. I think it is such a good concept but I can see it as a personal challenge because I am someone who likes to have more control over such important things like assessments. On the other hand it would give kids buy in because it is something they helped format or create.

I thought it was interesting how those folks who are/have taught in a rural community had a different view of using technology vs paper assessments. Technology is such a huge part of education in small communities, but can be very unreliable. It seems like there needs to be more support for these places that may already be at risk for students falling behind and then with the added stress of outdated or nonfunctioning technology students risk may increase.

Completely off subject but I wanted to mention how much I appreciate the structure this class has during our Twitter session!!!

Week 10 initial post

How do technology-based assessments contrast with paper-based assessments? 

In todays world where technology is all around us, it is important to understand that there what the differences between paper and computer based assessments. According to a study conducted by the Taylor & Francis Group a 1994 study found that reading was 20% to 30% slower from a computer screen than from paper. This however was contradicted by studies conducted after the initial 1994 study found no significant differences between the two methods of assessment. I think this brings a good point that teachers may find that giving one type of assessment on paper is more beneficial to the students, but students perform better on the computer for other assessments.

 

What are the issues that you can encounter with technology-based assessments? 

One big issue one may face with technology-based assessment is the large cost of implementing with starting to use this type of assessment. Many schools may not have the funding to purchase costly laptops or tablets. With these technologies hiring support staff to fix any problems that may occur with them may also be a cost the school can not afford. Another problem might be in the difficulty of creating questions that when answered will give the one giving the assessment the information they are looking for.

A simpler problem I can see happening with technology-based assessments is the learning curve that comes with anyone trying to learn new technology. I can also see a simple problem being the internet is not working the day the assessment is supposed to be given.

 

What are the benefits of technology-based assessments?

For younger student’s technology-based assessments may increase involvement and enjoyment because there are many that seem like games to students, thus eliminating the anxiety surrounding testing that many students experience (Howland, et al pg. 260). According to an article on Tech-nology.com (2017), another benefit is that students can receive is receiving direct feedback as they work through the assessment. This will allow them to understand what thinking was involved with getting the correct answer. Technology-based assessments may also save teachers time planning the assessments. There may need to be more time spent initially creating the questions when this type of assessment is implemented, but once it is teachers should have to put less work in to get it ready to administer to students.

 

Computer Assisted Assessment in Education. (n.d.). Retrieved November 1, 2017, from http://www.teach-nology.com/edleadership/assessment/computer_assisted/

Howland, J. L., Jonassen, D., & Marra, R.M. (2013). Meaningful Learning with Technology (4th ed.). Boston, MA: Pearson Education.

Noyes, J.M., & Garland, K.J. (2008). Computer-vs. paper-based tasks: Are they Equivalent? (9th ed., Vol. 51, pp. 1352-1375, Publication). Taylor & Francis Group. Retrieved November 1, 2017.

Week 9 reflection

This week we focused on completing our stage 3 draft for our unit. I enjoyed this week because I got to think more about what activities I would have students complete throughout the unit. As I was working to create this stage it was fun to incorporate lessons or activities that I have seen other teachers do. The life cycle song was one I saw one of the first teachers I observed during my undergrad. His class was the only one who originally learned it, so it was fun to see his students teach it to the other classes. The bracket activity was one that was done with the entire 1st grade last year. They had so much fun going around the room to find each bead color they needed and learning what each represented. I like the idea of providing students with the knowledge and skills to take their learning outside the classroom. The brackets were a great way for students to start discussions with people outside of school about the Salmon life cycle.