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Blog Journal - October 1st Edition

 

☺WELCOME TO MY BLOG JOURNAL #4☺


The grade level I selected was Grade 9-12, and the two standards I chose were both the standards within the "Standard 3: Digital Tools" category. One of the standards is SC.912.CS-CS.3.1, which states "Describe digital tools or resources to use for a real-world task based on their efficiency and effectiveness." What I believe this standard asks of students is that they identify what digital tech they can bring into their day-to-day lives and if it is effective in completing the task(s) they utilized said technology for. I feel only partially prepared to implement this standard based on my current skill set because while I have a degree of expertise in certain web tools due to my experience with them, I don't necessarily have the skill set to adapt these mediums for a visually impaired audience.


  • A paragraph about the CPALMSLinks to an external site.Educator Toolkit. To access the Educator Toolkit, select "I am a Florida Teacher" on the CPALMS home page. Scroll down to the "Grade Level Toolkits" section and select a grade-level. Then, select a subject area. Select one of the standards and see the related resources (e.g., Lesson Plans, Text Resources, Original Student Tutorial). How do you think the resources can be used in your teaching? Note: Most resources require a log-in to view the entire tool/resource. You do not need to create an account, and you can describe the overview of the resource.

The resources found in the CPALMS Educator Toolkit can be used in my teaching were the resources from 8th grade on the Special Skills curriculum for students with visual disabilities. The specific standard I chose was SP.PK12.VI.7.1a Explain your own visual impairment. One of the related resources guides students on how to maintain appropriate eye contact, body space, posture, facial expression, gestures, and socially acceptable mannerisms using nonvisual and/or low-vision strategies. The resource(s) can be used in my teaching to help my students go through real-world interactions without the stigma of being visually impaired holding them back from social encounters.

  • A paragraph about Internet searching. Why is it important to be a proficient Internet searcher as a teacher? Of the Internet searching skills that were introduced this week, which skill or skills do you think you will use most moving forward? Is there an Internet searching skill you use that was not introduced in the course material this week? If so, please tell us about it!

It is important to be a proficient Internet searcher as a teacher because when it comes to gathering course materials for lesson plans, trying to find inspiration for PLNs, and even developing a network/connection with the outside teaching community, it's good to know where to gather your resources and know that you have options in regards to how you can get certain results off the Internet. I think moving forward, the Internet searching skill I will use most is the feature(s) on Google to do advanced searches that we gained via the Web Hunts for the 1st portfolio. They made searching for things way more clear cut and I was able to navigate the system way easier.

 

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