category EDCI 337
After interacting with our blog you should be able to: Identify which emotions belong in each zone Implement an appropriate strategy to regulate someone no matter the zone Use preventative strategies to mitigate unwanted behaviour Recognize stressors in an environment… Continue Reading →
The SAMR model by Dr Ruben Puentedura I have been introduced to the SAMR model before and I have found it to be a bit confusing. Dr Ruben Puentedura explains that the purpose of this model is to “make the… Continue Reading →
For this assignment I decided to update a slide presentation from EDCI 336 (Technology and Innovation in Education) that I took in my second year of university. This was originally a group project and I have now updated it since… Continue Reading →
Universal Design for Learning I am very familiar with Universal Design for Learning (UDL) as I have been learning how to incorporate the CAST UDL guideline checkpoints in my lesson plans for the past 2.5 years. Below I have attached… Continue Reading →
This week I found it interesting to learn about designing effective multimedia objects. I have taken a few educational technology (edtech) courses which teach you about using different digital tools and using technology for learning. Now that I have the… Continue Reading →
After reading through the posted materials this week it seems to me that there are many different principles of learning. When I think of principles of learning, I think of the First Peoples Principles of Learning (FPPL) as these are… Continue Reading →
The multimedia learning hypothesis is that people learn better from both pictures and words as opposed to just one or the other (Mayer, 2014). Mayer goes on to expand upon this and states that learning from pictures and learning from… Continue Reading →
Within this week’s topic of augmented reality (AR) I looked into how AR could be used for education and I specifically wanted to find ways to bring it into the elementary classroom. I took a look at the Merge website… Continue Reading →