EDLD+5364+Teaching+with+Technology++Week+5

** Reflection: **
==== It has been a very busy week, because the project has concluded and we have developed some activities that involve assessment. I have learned how gaming could be used to engage students and make them collaborate and construct their own knowledge; indeed, they are not only consumers of games. Currently, they are assuming a new role of producers because they are digital natives. Teachers should know it to create a positive environment by giving them all the available resource and by adapting the instruction to spark their creativity. Also, gaming could be an approach to promote innovation and creativity in schools, two important factors to maintain the leadership in the world, as was pointed out by James Paul Gee (nd). He also said that solving the problem is not enough if it is not solved collaboratively meaning that the group is smartest that the smartest person in the group. ====

====By using the Clic 3.0 games activities, teachers can review the lesson about the Food Pyramid with a gaming approach. The games used Word association, word soup and puzzle. Also, students could be assessed in Word, PowerPoint, Excel and Paint skills in other engaging activity. These activities are intended to be part of the formative assessment of the food pyramid and could be adapted to students that struggle with technology each activity individual and could have their own pace. Gifted and Talented students are expected to finish their work first and create most sophisticated MS Office products. They could be asked to do additional activities of this game, in upgraded versions. ====

====This week we finalized the Bingo Game is a online application that allows students and teacher to play with the Dorlyn (a dog) that is the computer. It also supports multiuser mode that can be moderated by an adult or a designated student. It is initially developed with 18 cards of different elements of the food pyramid. Gifted and Talented students could be asked to develop more cards or they can play the role of moderator in the multiuser mode. It support the student needs. This game address all the population of the scenario, because timing for released the cards could be set from 1 seconds to the seconds that are required for struggling students and the blind students can play the game because it has audio in each card. Blind students should use an adapted engraved card with Braille code. ====

==== Finally, I found that Web 2.0 can be used for authentic assessment if some we know the purpose of the task, the minimum participation of the stakeholders either as author for the tool or by participating in other classmates’ work and the standards required in the posting such as format conventions and sources references to support students writings for deeper research. Salomon & Schrum (2007), Web 2.0 offers a broad range of possibilities as stated but teacher must maintain students focused in their assignments. The assessment of the students must include their entries in other students’ Web 2.0 tools, such as opinions over other students’ work, contributions or replies because it generally reflects high-order thoughts. By doing this, teachers integrate both summative and formative assessment using Web 2.0. ====