Effective Teaching with Technology is a series of vignettes highlighting how educators are creatively integrating learning technologies across the curriculum in Ohio schools.
Below are the programs and teachers we profiled:
Effective Teaching With Technology – Teacher Resource Videos
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Grade 11, Post-secondary Planning
Susan Lee approached post-secondary planning with a hybrid model incorporating an online course, EnvisionIT, with a traditional course. It allows students to learn at their own pace, online, and to work on selected assignments, in class.
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Grade 9-11, Spanish
To Erin Hunkemoeller’s students, the iPad is a classroom staple. Every student is provided a device. Students use it daily to organize notes, engage in interactive learning, practice speaking and writing Spanish and do research with their teams.
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Grade 9-11, Life Sciences
Abbie Butler and her students use technology in the classroom routinely for project-based learning, in lab work, and for quizzes and tests.
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Grade 9, Science
Kaylee Jones operates a flipped classroom. She records her lessons, posts them on line and requires students to watch a given lesson over the weekend. Flipping the classroom gives her time during the week to work with students individually and to have small groups of them work on team assignments.
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Grade 9, Algebra I
Alex Blohm manages a “flipped classroom.” He and his co-teachers put all of their lectures and notes online. Because many students do not have internet access at home, they each watch lessons in class, with laptops and headsets provided in school. Individualized help is given to every student with difficulty understanding or working through the algebra problems.
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Grade 5, Language Arts
Ashley Rable’s class runs smoothly on the station-rotation model of blended learning. She leads a 15 to 20-minute lesson in the classroom focusing on reading skills before students rotate through stations including “Read to Self”; Work on Writing;” and individualized learning protocols, online.
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Grade 4, Mathematics
Michael Stuckey puts a high priority on formative assessment in his Grade 4 math class. A favorite resource for him is Plickers, a simple tool for collecting real-time assessment data—with cards. It’s been especially helpful for adapting lessons for the wide range of learners in his classroom.
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Grade 3, English Language Arts
Lauren Brooks uses a station-rotation model of blended learning in her inclusion classroom. The “stations” include working online on reading programs that correspond to a student’s reading level; one-on-one or group session with the teacher; and independent work or hands-on activity.
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