David Jones is the proprietor of Innovation Assessments. He has been a public school teacher in New York State since 1991. He holds permanent teaching certifications for French 7-12, Social Studies 7-12, and Elementary (N-6). He taught French for thirteen years, then switched to teaching social studies in 2004. His teaching experience also includes other related subjects and computer courses elementary through college level. Since the early 1990s David has had an interest in computers and computer programming. He is a certified computer network technician (CompTIA Network+ Certified) and has taught high school and community college level computer courses.
Post links to lessons, resources, assessments, etc. in the playlist for each of your classes. Re-order the playlist in any order you would like. Hide and reveal playlist elements as you need them. Easily build an entire course and show-hide units as they are needed. This is a full content management system suitable for teaching a complete course online.
Import students from Google Classroom so they can quickly log in to TeachersWebHost.com using their Google credentials. Post links to assessments and activities to your Google Classroom in four clicks. Post links to scoresheets and digital classroom badges to Google Classroom. Share Google docs, sheets, and slides right in TeachersWebHost.com class playlists. TeachersWebHost.com is the perfect companion for Google products, having been developed with classes in a 1:1 environment using ChromeBooks.
Full-featured multiple-choice test generators include: practice apps, richly detailed item analysis, automated progress monitoring charts, security to impede cheating, and efficient management apps for test question banks which you can download and share with others. Comprehension app creates auto-corrected multiple-choice assessment on either a reading, a sound file, and/or an embedded video.
Mark up student writing errors right in the text. The writing app tabulates error rates for over a dozen common types of errors and automatically generates progress charts and item analyses. An ever-growing collection of grading rubrics for all writing types across K-12 grade levels is fully integrated in each task and assessment report, making it obvious to students why their work scored as it did.
Automate badge awards for assessments based on criteria you set. Create badge-award offers so students can exchange badges for some reward in your classroom. Maintain an organized library of badges for your students to reward achievement and/or grant permissions.
Students can record themselves reading right through their browser. Teachers can assess their student's recording of text using standard running record markup. The app automatically adds results to a progress monitoring chart for each student. This app was develped in consultation with two NYS certified reading teachers.
Automated or manual progress monitoring charts enrich our teaching by bringing us data to inform decision-making. Line charts, bar charts, reading charts are all available and can be integrated in custom reports.
Moderate online discussion forums that have integrated grading systems. Apply choice of rubric to student contributions to discussion threads. Students can practice good discussion etiquette and exercise their logical reasoning abilities in moderated online discussion for debatable subjects. The forums can also be useful places to share resources in a class project, for example, witness affadavits in a class mock trial or resource sharing in a group research project.
Developed in consultation with a NYS certified reading teacher, the report generator lets busy teachers create customized reports for progress monitoring or just letters home. Construct form letters with elements customized for individual families. Embed progress charts on reports with your school letterhead.
Streamline textbook loan management and classroom inventory. Once the textbook inventory is installed, students can borrow classroom materials and sign them out from the TeachersWebHost.com control panel using single-use permission codes provided by teacher.
Students can sign in and out of your classroom using an app on the control panel that saves student in and out times to database. Every student activity on the web site is logged in an extensive audit. The auditor app notes activities like login, startup of an activity, page view, assessment scoring, etc. It's important to hold students accountable and the auditor can be used to verify accounts students give of their online work.
Your account comes with a "Front Page" which you can customize. Each teacher is assigned a "virtual classroom number" by the system. Your web site is TeachersWebHost.com/Room/[number]. The front page comes with a blog and space for whatever you would like.
David Jones, 2018-04-14 03:53:18
Information and Communication Technology Objectives for K-2How ICT Lessons “Look” in K-2
An information and communication technology curriculum for five to seven year olds would be grounded in the goal of fostering computer literacy as well as furthering traditional literacy and numeracy objectives. Adult instruction maximizes the effect of technology for young children and young children should not be expected to use technology as if they were little adults.
Social interaction should guide early childhood computer use. Using computers in partnership with another student and under the guidance of an adult would be the norm and it would be unusual to imagine much individual student computer time in the early childhood classroom.
The physical space in which students work using computers would be adapted to their ergonomic needs. Workstations will be set at child-level, Chromebooks will be preferred over full sized keyboards, smaller keyboards will be installed where possible, interactive whiteboards will be low enough to the floor for reach of most children, etc.
Lessons using computers would always be guided by an adult or closely supervised.
Drill and practice is a valuable ingredient, but would be present in smaller amounts. In selecting software, priority will be placed on the criterion of exploration and collaboration over drill and practice. Apps known as “productivity” apps would predominate in the child’s experience as well as apps with qualities such as an orientation of discovery, multiple pathways / choices of symbol use, simple backgrounds and clear directions.
Computer games would be limited and carefully chosen for appropriate content and for appropriate cognitive load.
Regular practice using assessment apps will help build stamina and digital literacy for formal state and local digital assessments. Assessments should probably take place in small groups led by an adult.
Since keyboarding will not begin until grade three, student interactions with the keyboard will be limited to typing logon credentials and simple words and phrases. Apps will be selected which lend themselves to drag-and-drop interface and depend mostly on trackpad / mouse instead of keyboard.
Objectives by the End of Grade Two
1.0 Handling Electronic Devices
1.1 Turn on, turn off, and restart a commonly used device.
1.2 Always treat all devices with proper care and maintenance.
1.3 Show adequate dexterity using a mouse or a trackpad.
2.0 Using a Web Browser
2.1 Use the following browser input fields to make selections in a web-based application: dropdown, checkbox, radiobutton, text, password.
2.2 Add, edit, and remove a bookmark from a web browser.
2.3 Follow a link to its destination and use the browser’s “back” feature to return to start.
2.4 Conduct a keyword search in an internet search engine.
2.5 Resize browser windows side-by-side for working in two windows at once.
3.0 Accessing Applications
3.1 Sign in and sign out of a commonly used app.
3.2 When taking digital assessments, show the stamina to complete the task in the spirit intended.
3.3 Use the basic features of a selected content management system unassisted (Examples from Google Classroom: add a class, follow a link, turn in an assignment, make a copy of a new document, etc.)
3.4 Collaborate with fellow students and with adults to explore information and to create.
3.5 Collaborate with another person to create a digital drawing.
4.0 Knowledge of Information and Communication Technology
4.1 State several “dangers” of browsing the internet.
4.2 Devise and invent a mnemonic to recall a strong password.
4.3 Derive meaning from multimodal cues embedded in digital media such as pictures, symbols, sound, images, video, and gestures.