Developing Technical Skills in Students
“When students are afforded technology and guided with proper background knowledge it inspires students to engage in learning beyond the classroom” (Moore, Owens, Rewarts & Woodward, 2014). By teaching students how to use Chromebooks, Noteflight, and UJam, I will be opening doors to educational use of technology outside of the classroom. Hopefully, students will explore more with these technologies when they are given free time with technology rather than spend time on non-educational games.
Digital Equity
The ideal for this project would be to require students to work on their compositions on Noteflight and UJam from home. Unfortunately, not all students in my district have computers, let alone Internet access, at home. By allowing some students to check out Chromebooks, I will be taking a step toward digital equity. The students who check out Chromebooks will be able to work on their compositions at home (if they have Internet access) even if their parents or siblings are busy on their home computers. I will provide a list to parents of public places with free wi-fi, such as restaurants, coffee shops, and the library along with an explanation of the importance of the work their children will be doing online, as suggested by Robyn Treyvaud in the webinar by Bouza, Combs, Kuhn & Pierce (2014).
Digital Collaboration
Noteflight and UJam will augment the task of music composition, in accordance with the SAMR model, by allowing students to share their work with classmates for feedback and collaboration. This will introduce students to the evermore common idea of digital collaboration that they will find in Google Docs, Prezi, and many other Web 2.0 tools.
“When students are afforded technology and guided with proper background knowledge it inspires students to engage in learning beyond the classroom” (Moore, Owens, Rewarts & Woodward, 2014). By teaching students how to use Chromebooks, Noteflight, and UJam, I will be opening doors to educational use of technology outside of the classroom. Hopefully, students will explore more with these technologies when they are given free time with technology rather than spend time on non-educational games.
Digital Equity
The ideal for this project would be to require students to work on their compositions on Noteflight and UJam from home. Unfortunately, not all students in my district have computers, let alone Internet access, at home. By allowing some students to check out Chromebooks, I will be taking a step toward digital equity. The students who check out Chromebooks will be able to work on their compositions at home (if they have Internet access) even if their parents or siblings are busy on their home computers. I will provide a list to parents of public places with free wi-fi, such as restaurants, coffee shops, and the library along with an explanation of the importance of the work their children will be doing online, as suggested by Robyn Treyvaud in the webinar by Bouza, Combs, Kuhn & Pierce (2014).
Digital Collaboration
Noteflight and UJam will augment the task of music composition, in accordance with the SAMR model, by allowing students to share their work with classmates for feedback and collaboration. This will introduce students to the evermore common idea of digital collaboration that they will find in Google Docs, Prezi, and many other Web 2.0 tools.