One concept that stands out when I review the meaning of transliteracy is the level of proficiency in the ELL students on my campus. The scores in the ELPAC for speaking are consistently higher than any other score (reading and writing for example) and shows that students are able to translate their understanding of english by speaking at a higher rate than reading or writing. My hope is that I can lean on and build upon their foundation for speaking in my project. By having them use what they already know, and using technology that makes them feel like they can work at their own pace they can gain the content knowledge and feel supported while having a sense of a personal approach to the content. The ability to use digital tools to support them in making sense of the content through verbal metacognition combines all three sections of TPACK.
Sensemaking relies upon the learners perception which is constructed by their previous knowledge built from their personal journey. Each of my students will walk in with a different understanding of the world because of their diverse life experiences. My lessons are designed to give them the opportunity to actively learn by 1) Learning at their own pace, getting feedback from the teacher while learning from the teacher 2) Bridging the gap they have when working through math problems by using what they know and have seen to apply to new content and problems 3) Participating actively in their learning by speaking about math, using vocabulary and listening to themselves as a metacognitive strategy 4) Listening to and giving structured feedback with peers and the teacher 5) Ultimately, creating videos that may be used to help others as a teaching or tutoring tool The TPACK video states that while teachers need to know how to integrate technology into our teaching practice, the challenge is that technology changes at a very fast rate. Combined with the statement he makes about technology changing how and what we teach this gives us a new understanding of the path to take. No longer are we focusing on teaching facts, but how to take facts and apply them to arguments and produce original work. By combining the content, appropriate pedagogy, and the right tools teachers can attempt to get our students across that learning gap.
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