Literacy Web Tool Modeling

The tool that I chose to look at for this assignment was Blendspace. Blendspace allows a user to create lessons that include a variety of multimedia aspects, including videos, images, websites, and text.  At the end of a lesson, a quiz can be created in order to assess what students have learned after completing the Blendspace lesson. Results from the quiz can be viewed. This allows teachers to see which questions most got right or wrong and can help aid future instruction. Blendspace reports results on two levels, the class as a whole and each individual student. By using the individual results, a teacher can form groups based on student needs in order to differentiate and customize learning for all students. Here is a video that shows the basics of Blendspace. This video shows how to create a quiz in Blendspace.

Blendspace is a great literacy tool because it allows the user to compile resources that are applicable to the required topic. Not only can teachers create lessons, but students can as well. Having students create lessons would allow students to practice research skills. It would also require students to practice critical thinking skills as they decide what information is most important and the best way to display this information. This tool can support different learning types because information can be displayed in a variety of ways, auditory, visual, pictures, and varying text levels.

One way to differentiate with this tool is to create a Blendspace for different groups of students. If a classroom has students that have lower reading levels, a Blendspace can be created that accommodates these learners. Perhaps a classroom has extraordinary students, for example students with ASD, a solely visual Blendspace can be created. Even though the Blendspaces can be differentiated, all students are still using the same application. In fact, the differentiation can be done in a way that no one knows that the Blendspaces are different. Each student can be sent an individual link that gives them access to the Blendspace that fits their needs the best. In addition, one Blendspace can be created that offers multiple levels of text and resources. In this way, one Blendspace is created but all students can have equal access.

In my classroom, I could use this tool as either a beginning lesson or a review lesson. As a beginning lesson, students can access the resources and gain basic knowledge on the topic. As a review lesson, students could access the resources and complete quizzes in order for future lessons to be planned. Additionally, this tool could be used as a way for students to present a topic, either individually or as a group. Finally, Blendspace can be used to give instruction to students that missed classes or on snow days. Students could access the information and could catch up on concepts that were missed while they were out.

The tool is fairly easy to use and I believe this translates into ease for students. Along the right side of the webpage, students can access the resources needed to compile a lesson. However, there are not many ways to customize the layout of the Blendspace. This could be a good thing or a downside. It is good because less time is spent on customization and more time is spent on finding resources. The downside is that creativity is limited. I have found that the website is not always supported. On my school device, the website is not support and therefore is harder to use and see the resources. I would worry that students would run into this problem when creating their own. Also, this is a web based tool and not all students have equal access to internet outside of school. This tool would have to be used mainly in the classroom in order to eliminate this issue.

Maryland Teacher Technology Standards

Maryland Teacher Technology Standards

SEVEN STANDARDS AND OUTCOMES	INDICATORS
I. Information Access, Evaluation,    Processing and Application Access, evaluate, process and apply information efficiently and effectively.	1.       Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. – I will constantly be looking at new technology sources to use in my classroom. I will also work collaboratively with other teachers in order to discover new tools and to share new tools I have found. 2.       Evaluate information critically and competently for a specific purpose. – Prior to presenting the tool to my students, I will make sure the tool serves the purpose I intend for it to serve. I will do this through focus group or teacher discussion. 3.       Organize, categorize and store information for efficient retrieval. – I will use Symbaloo, Google Docs, or another form to store the needed information. 4.       Apply information accurately in order to solve a problem or answer a question. – I will ensure the tool serves the intended purpose by using the tool prior to sharing with students.
II. Communication A.      Use technology effectively and appropriately to interact electronically. B.    Use technology to communicate information       in a variety of formats.	1.       Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field. – I will use email to effectively communicate with parents, students, and colleagues. I am interested in using Remind to communicate with students via text message/app. 1.     Select appropriate technologies for a particular communication goal. 2.       Use productivity tools to publish information. 3.       Use multiple digital sources to communicate information online. In order to use the most effective tool for a particular goal, I will need to develop a list of resources. I will need to use the resources and annotate what each tool would be best for. As new goals emerge, it will be important to review my annotations and make adjustments as necessary. I will use tools that are certified by the school system in which I am teaching. I plan on using blogs and wikis for students to share information amongst their class.
III. Legal, Social and Ethical Issues       Demonstrate an understanding of the legal, social and ethical issues related to technology use.	1.       Identify ethical and legal issues using technology. 2.       Analyze issues related to the uses of technology in educational settings. 3.       Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines, security, privacy and student online protection. 4.       Use classroom procedures to manage an equitable, safe and healthy environment for students. I will complete training within my school system on technology use. If I have any questions, I will contact the correct person to obtain answers. I will protect not only my identity but the identity of my students. I will stay current on training and ensure my students are trained on proper use of technology. I will develop a contract for students to review and sign for safe technology use.
IV. Assessment for Administration and Instruction Use technology to analyze problems and Dev           develop data-driven solutions for instructional and school improvement.	1.       Research and analyze data related to student and school performance. 2.       Apply findings and solutions to establish instructional and school improvement goals. 3.       Use appropriate technology to share results and solutions with others, such as parents and the larger community. Using tools like online quizzes and surveys, I will be able to obtain data related to student performance. I can then compile data in order to present findings to appropriate persons.
V. Integrating Technology into the Curriculum      and Instruction    Design, implement and assess learning    experiences that incorporate use of technology    in a curriculum-related instructional activity to    support understanding, inquiry, problem solving,    communication and/or collaboration.	1.       Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. 2.       Evaluate technology materials and media to determine their most appropriate instructional use. 3.       Select and apply research-based practices for integrating technology into instruction. 4.       Use appropriate instructional strategies for integrating technology into instruction. 5.       Select and use appropriate technology to support content-specific student learning outcomes. 6.       Develop an appropriate assessment for measuring student outcomes through the use of technology. 7.       Manage a technology-enhanced environment to maximize student learning. I will maintain a personal presence in all online/technology tools used in my classroom. I will develop consequences for students that fail to comply with the rules of technology use. I will use surveys to monitor student/parent impressions of technology use in my classroom. I will provide students in class time in order to access the technology tools. I will make sure that technology tools are content specific or that the tool achieves the curricular goals of my classroom.
VI. Assistive Technology Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.	1.    Identify and analyze assistive technology resources that accommodate individual student learning needs. 2.     Apply assistive technology to the instructional process and evaluate its impact on learners with         diverse backgrounds, characteristics and abilities. I will ensure that my students have sufficient classroom time to work on the technology tools. This way, support can be given to students that need it. I can use tools, like Blendspace, to differentiate learning so that student’s individual needs can be accommodated. I will seek out support from support staff if needed in my classroom.
VII. Professional Growth De     Develop professional practices that support continual learning and professional growth in technology.	1.       Create a professional development plan that includes resources to support the use of technology in life long learning 2.       Use resources of professional organizations and groups that support the integration of technology into instruction. 3.       Continually evaluate and reflect on professional practices and emerging technologies to support student learning. 4.       Identify local, state and national standards and use them to improve teaching and learning. I will connect with teachers outside of my school in order to continually grow professionally. I will perform routine reflection on the tools used in my classroom, including how I teach the tool and whether or not the tool remains a valid choice.
Accepted by the Maryland State Board of Education, March 22, 2002