Presentation Title
Using Screencast and Interactive Polling to differentiate learning
Author Biography
Miguel Gómez is an Assistant Professor of Middle Grades Education at Murray State University. He received his B.A. in history from the University of Georgia. He received his M.Ed. and PH.D. in curriculum and instruction from The University of North Carolina at Greensboro. He currently teaches middle school education classes at Murray State University and his research interests include technology pedagogy, middle grades education, TPACK, and social studies education.
E-mail: mgomez3@murraystate.edu
Abstract
International students often have a lot of questions and concerns that they bring with them into the classroom when they settle into a new environment. These distractions range from known qualities like language barriers, cultural differences (i.e. customs, religious practices, dietary needs, etc.) and financial restrictions to less thought about concerns like, where to go to get a driver’s license, how to find a doctor, and where do I buy socks.
These distractions, combined with their limited proficiency with English, can make it difficult for international students to fully comprehend the instruction being delivered. In order to meet the needs of these international students, instructors can augment their lesson to include increased interaction, opportunities for authentic learning, increased comprehensibility, and a positive learning environment.
Instructional technologies offer teachers a means by which to implement these strategies in their classroom. Specifically, screencast software allows teachers the ability to increase the comprehensibility of their lesson by producing a video record of their instruction that can be viewed multiple times by the international student at their own pace.
Furthermore, interactive polling software allows teachers the ability to increase the interaction in their classroom by allowing students the opportunity to use their familiar digital technologies (cell phones, tablets, and laptops) as a means of participating in the exchange of ideas during class. Interactive Polling software can also be used by the teacher as a means of formatively assessing their students’ comprehension of the material being discussed/studied.
Session Type
Presentation
Learning Objectives
Audience members will gain an understanding of what Screencast software are. The Following Areas will be explored: How screencast software can help differentiate instruction for international students, installation/configuration of screencast software, demonstration of screencast software, and examples of how it could be applied in the classroom. Audience members will gain an understanding of what interactive polling is. The Following Areas will be explored: How interactive polling can help differentiate instruction for international students, installation/configuration of interactive polling software, demonstration of interactive polling software, and examples of how it could be applied in the classroom. I will also allow for Q/A during and after the presentation to account for the natural curiosity and questions that come up about using instructional technology.
Start Date
18-11-2016 10:00 AM
End Date
18-11-2016 10:45 AM
Using Screencast and Interactive Polling to differentiate learning
International students often have a lot of questions and concerns that they bring with them into the classroom when they settle into a new environment. These distractions range from known qualities like language barriers, cultural differences (i.e. customs, religious practices, dietary needs, etc.) and financial restrictions to less thought about concerns like, where to go to get a driver’s license, how to find a doctor, and where do I buy socks.
These distractions, combined with their limited proficiency with English, can make it difficult for international students to fully comprehend the instruction being delivered. In order to meet the needs of these international students, instructors can augment their lesson to include increased interaction, opportunities for authentic learning, increased comprehensibility, and a positive learning environment.
Instructional technologies offer teachers a means by which to implement these strategies in their classroom. Specifically, screencast software allows teachers the ability to increase the comprehensibility of their lesson by producing a video record of their instruction that can be viewed multiple times by the international student at their own pace.
Furthermore, interactive polling software allows teachers the ability to increase the interaction in their classroom by allowing students the opportunity to use their familiar digital technologies (cell phones, tablets, and laptops) as a means of participating in the exchange of ideas during class. Interactive Polling software can also be used by the teacher as a means of formatively assessing their students’ comprehension of the material being discussed/studied.