tests are the only objective assessments of student learning.

Though tests may be the most widely used objective assessment of student learning, there are authentic methods of assessment that allow a deeper evaluation of student development, achievement and potential.

According to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Oversight bodies and accrediting agencies are beginning to require the establishment of learner-centered outcomes that reflect the well-rounded knowledge, competencies, and abilities preferred in today's students; the alignment of curriculum to reflect the desired progression and cognitive development of learners; the collection of data that demonstrates the satisfaction of learning objectives; and the use of assessment information to inform decision making (Buzzetto-More, 2006).

The use of information technologies and e-learning strategies can provide an efficient and effective means of assessing teaching and learning effectiveness by supporting traditional, authentic, and alternative assessment protocols (Bennett, 2002). According to Vendlinski and Stevens (2002) technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understand both learning mastery, and teaching effectiveness.

The use of information technologies and e-learning to augment the assessment process may include: pre and post testing, diagnostic analysis, student tracking, rubric use, the support and delivery of authentic assessment through project based learning, artifact collection, and data aggregation and analysis. The purpose of this paper is to provide insight into the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives.

 
http://ehis.ebscohost.com.library.gcu.edu:2048/ehost/detail?sid=28ad17d1-a308-4816-8e02-d938c354d462%40sessionmgr15&vid=1&hid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=23714588

Shipwrecked - Foundations of Governent

The links below will guide you through your"shipwrecked" journey to survival on your remote island
  
 http://www.slideshare.net/CKarimahFowlkes/shipwrecked-foundations-of-government

Link to Group Participation Rubric: https://w.taskstream.com/RubricWizard/RubricPrintVie/PrintView?encLegacyRubricId=pwhnhmhohyhthlho&platform=LAT


LESSON1:  Click on the links below to explore different types of government systems.
http://classroom.jc-schools.net
http://www.ushistory.org/documents/


 LESSON 2:  Click the links below to examine the Bill of Rights and the Code of Hammurabi to help with creating a system of laws.
http://www.slideshare.net/tiffsznn/bill-of-rights-resegmented
http://www.phillipmartin.info/hammurabi/hammurabi_situation_index.htm
http://www.ushistory.org/civ/4c.asp


LESSON 3:  Click the links below to learn about different types of economic systems

 http://www.youtube.com/watch?v=hg_4ogC_yiE

http://www.slideshare.net/guest2d1642/econ-system

A technology-Infused Classroom Environment

In my view, a technology-infused classroom incorporates technology in the daily routines that support learning, classroom management, improved productivity for students and teachers, creates   The way that I plan to have a technology-infused classroom is to have the learners involve in every aspect of the process.  This requires students to participate in a new set of classroom rules, procedures and routines in order for learning and academic success to take place.  

connections and improved communication.  Click  on the link below to read what Scholastic has to say about management of the learning environment.

To introduce an objective and essential questions of the lesson for the concept being taught, I will create and post a tutorial or have students to do it while creating a video podcast to be immediately uploaded to the class website that students can refer back to it at any time.    Students will use technology to conduct research, work on problem-solving games and puzzles, interact with multimedia that uses visuals, graphics,  audio, animations video clips, documentaries, participate in discussion and debate and work on a group and individual projects that provide the experience and knowledge to meet and build on the learning objective of the day. I will apply formative assessments by encouraging students to write a daily reflective blog posts examining their experience, answering the essential questions for the lesson and pose any questions that they have for the teacher or classmates.  Students will be encouraged to participate in discussions, ask and answer questions posed by the teacher and classmate.

 http://www.scholastic.com/teachers/article/order-classroom

http://www.youtube.com/watch?feature=player_embedded&v=Iu99aC8YK4Y#t=95

Visual Literacy and the Internet

Visual literacy draws on the very basics of learning.  There is a saying that children read the world before they read the word and visual literacy is the first stage of learning that a child goes through.  They see objects and through repetition, learn to name and apply practical uses of the various things that they see. 

Visuals in the classroom can be used as a means of scaffolding and stimulating prior knowledge.  Images from the Internet can get students to recall about what they already know about a topic.  I will use brainstorming techniques, KWLs or classroom discussions to engage student interest. With the introduction of content vocabulary that explains and describes visual artifacts, maps, films, virtual fieldtrips and documentaries, teachers will help students connect what they already know so that they can make sense of academic concepts.  Using tools such as blogging, podcast, videos and multimedia, students can verbalize, write, and create visuals to apply what they have learned to solve real world problems.

The role that I want the Internet to play in my classroom is that of a tool to stimulate thought, discussion and mastery of  the subject-matter; as a visual and audio travel tool to take students on virtual journeys beyond the walls of the classroom.  The Internet can help students to research information, develop ideas and present them in a way that they can see themselves and hear their own voices in the multimedia created by them in the process of learning the subject matter content. 

Describe the importance of the using a variety of instructional strategies and the value they add to education of students in the 21st century. Evaluate the role technology plays in the implementation of various instructional strategies. How will this affect your teaching of students?

  

In the 21^st Century, students enter the classroom with diverse learning styles, languages, skill levels,  resources and prior knowledge.  To meet these diverse challenges, teachers will take on the role of coach or facilitator and develop a database of technological instructional strategies designed to meet the needs of the students.   When students understand how the learning activities relate to their real life situations, it adds value and importance to the classroom instruction.

Just as coaches develop strategic plays around the strengths and weaknesses of the players, I will utilize strategies from my database that address individual, small group and whole group strategic instruction utilizing computer technology and tutorials to explain, develop, practice and reinforce skills that students need in order to address real world situations.

The use of technology in the 21st Century classroom will affect my teaching by allowing me to use it as the primary tool incorporated into the learning projects that allow students to:

• collaborate
• conduct research
• analyze and present information creatively
• create and publish projects and ideas
•  participate in virtual travel, simulations and games 
  
• improve writing and communication skills 
• learn to use a variety of technology applications

 Follow this link http://www.youtube.com/watch?v=AqepSNNjowU#at=14 to view differentiated instructional strategies at work.

With the compact size and mobility of electronic devices, students are able to get closer to nature and explore the real world around them through nature hikes, dialog walks, and exploration tours With the help of technology students see, interact  and document using videography, photography and podcasts of nature sounds.  

Students can suffer from nature deficit disorder (Louv, 2005) “which is the human costs of being alienated from nature.”