Enhancing Learning with Digital Tools Article by Jared Schultz, K-6 Instructional Technology Support Teacher
Instructional technology plays a vital role in empowering Norwin educators and students to effectively teach and learn. By providing hands-on support, modeling best practices, and fostering innovation, Norwin’ s Instructional Technology Support Teachers work in conjunction with all teachers to learn, plan, reflect, and analyze how technology can be carefully infused into the curriculum. Another educational framework that promotes flexible learning environments, utilizes instructional technology, and accommodates the needs of learners is Universal Design Learning( UDL). By integrating instructional technology through a UDL lens, Norwin educators can ensure that digital tools support multiple means of engagement, representation, and expression, making learning more accessible and inclusive for all students. This article will highlight three impactful ways teachers blend instructional technology in the classroom and curriculum.
Digital Journal Writing in Kindergarten
Journaling is a key literacy activity that helps young learners develop communication skills and self-expression. Digital journal writing, using a platform such as Apple’ s Keynote app, enhances this process by allowing students to combine voice recordings, drawings, and text. Kindergarten students worked multiple days each week on their journal entries to the point it has become known as“ digital writing” by the students. This approach supports differentiated instruction and fosters early digital literacy skills such as typing, manipulating shapes, dragging and dropping items, inserting photos and more.
Creating Timelines with Keynote in Third Grade
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NORWIN SCHOOL DISTRICT NEWS
Chronological thinking and historical sequencing are essential skills for third graders. Using Apple’ s Keynote app to create interactive timelines makes these concepts more engaging. Students created a paper copy of a graphic organizer which contained information from their reading story. This information was then transferred to a self-created timeline using Apple’ s Keynote. The students focused on typing information, changing text, and moving items on the screen until they were in the correct order. Other options include inserting images, animations, and audio recordings of the students narrating the timeline. This activity reinforced sequencing skills, encouraged creativity, and deepened students’ understanding of time-based concepts through a hands-on, multimedia approach.
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