Module 4

The technology I chose to enhance lessons in my classroom is fake book, not face book. Fake book is a program almost exactly like face book, but it is a learning social platform media.  My students have exceptionalities. Therefore, the idea is for them to watch/read literature scenarios. Then create a fake book account of the characters and their perception of the characters. Instructions and assignments would require each student to complete the tasks and assignments associated with the lesson.

The benefit of fake book is that students enjoy being part of the current trends of social networking and society. They have the opportunity to actively engage in the learning process (Garrett, 2011).  Similarly, Fake book enable students to collaborate, communicate, share and exchange comments. However, there are challenges when engaging students with exceptionalities in technology. Each student has varying abilities thus requiring additional technological devices for support. These devices are not always compatible, convenient, or simple to use.  As a result, I have to improvise and attain other means to include the student, such as interacting with personal assistants.

To further engage students, we discuss tasks, share ideas, and include links to work together in groups. This also means collaborating with others outside the learning environment. My students are not passively receiving information as experience or wisdom. Online virtual learning allows my students to make their own experience, It is a great way to empower students to actively exchange (engage) their ideas and concepts (Garrett, 2011).

Personally, I thought I knew all about blogging. However, I had to re-familiarize myself (my challenge) with how to create a blog, set it up for viewing and comments. As a teacher in a post secondary work/training program for special needs students, the benefit of Fake Books provides me the platform to communicate with my students.  Fake Book is also a technology tool that qualifies as Universally Designed (UD) instructions recognizes that individual learning patterns differ (Borgemenke, Holt, & Fish, 2013). Fake Book accommodates varying abilities.

Garrett, C. (2011). Defining, detecting, and promoting student engagement in college learning environments. Transformative Dialogues: Teaching and Learning Journal, 5(2), 1–12.

Borgemenke, A. J., Holt, W. C., & Fish, W. W. (2013). Universal course shell template design and implementation to enhance student outcomes in online coursework. Quarterly Review of Distance Education, 14(1), 17-23.