In module 2, my journey of developing as a digitally
aware teacher was expedited through research work. According to the viewpoint
of Wiggins and McTighe
(2004),
initially investing time, research and planning help increase the
productivity of teaching and learning in long term. I designed my programme
plan keeping it aligned with Primary Grade 1 English Curriculum attainment targets
to achieve expected learning outcomes. I explored “Backward
design” (Wiggins and McTighe, 2004), which is also called backward planning
to develop my programme plan. I have focused
on achieving specific learning goals of English Curriculum for Grade 1 by keeping
the learners’ needs and mental capabilities in mind;, I started with the objectives of  unit plan that my learners were expected to
learn and be able to do—and then proceeded “backward” to create lessons that
achieve those desired goal.
I prioritised providing an adjustable level of challenge in the lessons to
develop learners as digitally competent; hence it was important for me to keep learners’
capabilities and interests also in mind while selecting the digital tools for
my lessons. I am now aware of that digital
technology should be used to increase access to learning opportunities for
all learners. Therefore, I have designed the
programme plan providing options of working with different apps and online tools matched
to learners’ abilities; hence also catering to opportunities for collaboration
and creativity. My lessons were supported by digital and
non-digital formative assessment tools like checklists, Google forms, podcasted feedback, Kahoot and Plickers to gather data
and identify areas where learners are excelling and struggling to alter lesson
planning to meet the needs of all learners. I also ensured that learning activities in my lessons
actively involve learners in the learning process. Henceforth, lessons were incorporated with
evaluation tools like Padlet wall, Google forms, Exit tickets, Edmodo
quizzes, Notebooks reflections and post it notes, Kahoot, Quizizz and Survey Monkey to get an
idea of what my learners think in order to modify lessons if required.Edmodo platform was used to
strengthen relationships among parents, learners and myself. I realized technology
is more effective for learning when adults and peers interact with each
other. In this regard, data
of learners’ profiles helped me to plan lessons that are inclusive and
catering to their learning styles. Henceforth, as a teacher it was important to
understand that planning begins with the learning outcome and the tools
selected should consider the learning process. (CIE Resource: Planning and Designing Learning, 2014).Keeping
the essentials of teaching and learning in mind; the programme plan was structured
with different teaching methods to
ensure learners’ conceptual development in order to achieve the
learning objectives. Inclusion held a vital role in the programme plan, hence;
I tried to focus on inclusive classroom teaching to meet the individual needs
of my learners, and to help them overcome any barriers that may prevent them
from reaching their potential (Walker and Logan, 2009).My
learners worked well in groups in Module 1, therefore I ensured to plan
activities where students were able to work with their peers to complete a
given task. In module 2, I have considered certain factors while designing a
learning activity to facilitate my learners achieve the learning objectives; such
as evaluating digital tools, revising layout of classroom and by creating
different working stations for learners, arranging reading corner etc. In this
module, I explored TPACK model which helped
me focus on effective blending of technology with content and teaching
strategy to shape up my programme plan. The cycle of Technological-Pedagogical-and
Content Knowledge work together and
build on one another to create excellent teaching practice and in turn,
learners’ learning improvises (Koehler and Mishra, 2009) like in one of the
lessons learners were introduced to effects of pollution on
the environment, they did shared
reading of the article on the same topic uploaded on Edmodo as pre-lesson
task, on Edmodo- learners then prepared a Google Slide presentation on
defining the effects of pollution and ways to control it. They were given
choices to insert images, charts, videos, tables etc to present an
interactive presentation.
I selected the used technologies applying SAMR model which enabled me to consider the learning outcome to be
transformational with the appropriate and seamless integration of digital
tools. The SAMR model made me focus on integrating the
digital tools effectively and use them purposefully. In order to achieve the
planned learning objectives, engagement of learners in meaningful digital
tasks was considered; I believe  if
learners stay more active in the lesson structure and purposeful digital
activities then teacher does not need to waste time in monitoring disruption
from learners during the lessons. I ensured to follow an effective criteria
to obtain learners’ productivity in my lessons; to achieve this, I
facilitated my learners to keep all required resources and available in the
classroom and easily approachable for their convenience. It is essential to
plan effective use of digital tools by appropriate selection in order to
redefine the role of digital tools to foster collaboration and creativity and
cater higher order thinking skills of learners. I have also provided
reasonable variety of online web tools with digital autonomy. As per my research,
compatibility of digital technologies is also important for smooth
functioning and to avoid technology failures during the lessons; keeping this
in mind I made sure to update my classroom environment with all the requirements
such as internet speed, durability of wiring and all connections (Teacher Solutions, 2017).
In one of
my lessons I substituted a story writing task by replacing the pencil and
paper to an online digital story creation tool “abcya.com/animate”, the
activity was augmented further and learners supported their text to convey
the message of “importance of their role in saving the environmentby using the tools to draw inside the
frame, with the ability to arrange parts, change size, create backgrounds and
inserted shapes , they saved the finished document as .gif file to be
re-opened at any time. To modify their creative works, their digital
stories were uploaded on Edmodo to be reviewed and feedback was received by
parents, teachers and students. Lastly, to redefine, learners presented their
digital animated stories on Multimedia Projector. I have prioritised to select appropriate digital tools to achieve the learning
outcomes of my lessons. It helped me to
streamline the lesson plans and plan challenging tasks for learners using
same technologies innovatively in my classroom such as different online
digital storytelling tools, Plickers and Vocaroo as digital assessment tools.

 
I discovered and used a variety of digital online tools,
websites and apps to provide a rich exposure to myself and learners to get maximum
benefit out of it. Over a period of time, I have become a frequent Google
search user since it is a challenge to stay updated about the latest
technologies for classroom teachings. I used Symbaloo to start my lessons, it
is a customizable bookmarking tool I used to keep all required websites on
one tiled page that saved my time and lessons went smoothly. One of my focuses
was being innovative in choosing the digital technology to ensure that it will
enhance the planned learning. My learners experienced a variety of online
tools for creating digital stories such as storyjumper.com,
abcya.com/animation and mystorybook.com which helped them enhance their
writing skills supported with images, narrative podcast, selecting animations
to portray the theme of pollution. The digital assessment tools like
Plickers, Quizizz, Vocaroo (podcasting tool), Kahoot, Popplet and Padlet wall enhanced the reflective
skills of my learners since they used different digital tools to share their reflections.
To keep my lessons inclusive; I made sure to plan activities with pairs,
trios and small groups, in this regard the availability and accessibility of Netbooks and tablets
facilitated learners to help their partners and to attempt tasks collaboratively
on online web tools like digital story making, Google slides, podcasting
feedback, and animated slideshow presentations on storyjumper, ABCYa.com, Buncee
EDU and mystorybook.com, annotating through iAnnotation, scanning QR codes and watching videos. Multimedia projector was a powerful digital resource which
I frequently used to give lesson demonstrations, videos and energisers and for
sharing learners’ finished works. Edmodo online
platform helped in bridging the gap between parents, as sharing the pre-lesson
tasks kept the learners as well as parents engaged in keeping their children
updated about theme, my learners were benefited with this online platform
since I used it for posting quizzes, feedback forms, worksheets and online
reading material about effects of pollution, types of pollution, posters of
3Rs.
 
As a reflective
practitioner learners’ feedback played a vital role in evaluating lessons,  I have taken feedback from my learners using
several non-digital and digital tools like post it notes,
Plickers, Quizizz, Vocaroo, Kahoot, Popplet and Padlet wall and survey forms. These assessment tools supported in reviewing my
teaching strategies after each lesson; In few lessons I have modified to
specify the questions, since the language and formation of questions needed
to be reshaped. I tried to prioritise my learners’ choices, in most of the
lessons they opted the learning activities according to their choice for
instance conducting energisers when they requested during the lesson.
Learners were taking more time due to slow internet speed during few lessons,
yet I managed to provide 4G Wi-Fi device for better speed, I reviewed the
selected websites and removed advertisements since the ads during the digital
activity on netbooks distracted learners as they shared in feedback. In the
first few lessons mostly learners were consuming more time and were not able
to accomplish tasks on time, hence I decided to allot specific time for
activities to improve learners’ speed of work. It is more important to gather
data of quality feedback , after each lesson I reviewed my learners’ feedback
(digital and non-digital) which enabled me to rethink about tweaking lessons
such as; I  allotted appropriate time
to activities, increased question time during recap sessions,
encouraging  to share their responses
turn wise to involve all learners.

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