Obviously, this is a wicked problem that involves a complicated social context with a variety of people being involved. I believe my first target audience must be the people who will be responsible for creating and implementing the use of the Weebly website--the teachers.
TP Knowledge
The solution that I have chosen for this wicked problem allows me to create a consistant technological solution across curricular framework and subject matter. By using Weebly for addressing this problem, I believe that it will allow for each individual teacher, who inputs information into the website, the flexibility to create their own particular "flare" to their vocabulary instruction. Weebly will take different and varied presentations for information that may not be available in other formats. A website solution also addresses the needs for UDL in that it can use audio, video and different forms of media to present vocabulary while addressing the students individual learning needs and preferences. Teachers will be able to chose the pedagogical approach that works for them in their classroom and move their information to the website. It will not matter what your teaching style is or your approach to teaching, you can upload the information, in many different forms using a website, This will then allow students to access the information from one location no matter the subject area and no matter the teacher.
TC Knowledge
This technology allows students to have access to vocabulary for all subject areas, for every teacher all centralized in the same location. In the end this helps teachers streamline the learning of vocabulary. Parents, students and anyone else who might have questions can all be directed to the same place. Websites allow for content accessiblity 24/7, which other forms of technology may not offer. Websites are also not limited to the school building; it is not something that can be forgotten in a locker; and it creates a level of transparency for parents. Again, websites allow for many different mediums of presentation when addressing content. For example, some forms of vocabulary lend themselves well to one form of presentation. The next unit in the same class may have vocabulary that truly needs a completely different type of presentation. All can be accommodated here. With a website, teachers are not tied to one format for displaying and conveying information.
PC Knowledge
One of the most effective theories on the teaching of vocabulary comes from Marzano. He outlines a six-step process for vocabulary acquisition. The first step is teacher explanation, which can be revisited whenever necessary for individual students when it is available on a Weebly. Then, students are expected to create their own explanations of the vocabulary (puting it into their own words). They can do this with on-line journaling, Jings, power point presentations, keeping it new and interesting for students and ultimately being uploaded by the instructor to the Weebly for other students to access as they review vocabulary. Next, students need to create graphic or pictographic representations of the vocabulary. On a Weebly teachers can give students access to a number of graphic organizers, links to graphic representation software like a Wordle, etc. Step four is a review using comparison activities which can again be completed in a variety of ways in the Weebly. Student discussion of
vocabulary terms, step five, would be another possible Weebly activity through discussion boards. Finally, Marzano advocates the use of games, those links and documents could be included in the Weebly as well. Weebly offers the best overall, well-rounded approach to this wicked problem.
TP Knowledge
The solution that I have chosen for this wicked problem allows me to create a consistant technological solution across curricular framework and subject matter. By using Weebly for addressing this problem, I believe that it will allow for each individual teacher, who inputs information into the website, the flexibility to create their own particular "flare" to their vocabulary instruction. Weebly will take different and varied presentations for information that may not be available in other formats. A website solution also addresses the needs for UDL in that it can use audio, video and different forms of media to present vocabulary while addressing the students individual learning needs and preferences. Teachers will be able to chose the pedagogical approach that works for them in their classroom and move their information to the website. It will not matter what your teaching style is or your approach to teaching, you can upload the information, in many different forms using a website, This will then allow students to access the information from one location no matter the subject area and no matter the teacher.
TC Knowledge
This technology allows students to have access to vocabulary for all subject areas, for every teacher all centralized in the same location. In the end this helps teachers streamline the learning of vocabulary. Parents, students and anyone else who might have questions can all be directed to the same place. Websites allow for content accessiblity 24/7, which other forms of technology may not offer. Websites are also not limited to the school building; it is not something that can be forgotten in a locker; and it creates a level of transparency for parents. Again, websites allow for many different mediums of presentation when addressing content. For example, some forms of vocabulary lend themselves well to one form of presentation. The next unit in the same class may have vocabulary that truly needs a completely different type of presentation. All can be accommodated here. With a website, teachers are not tied to one format for displaying and conveying information.
PC Knowledge
One of the most effective theories on the teaching of vocabulary comes from Marzano. He outlines a six-step process for vocabulary acquisition. The first step is teacher explanation, which can be revisited whenever necessary for individual students when it is available on a Weebly. Then, students are expected to create their own explanations of the vocabulary (puting it into their own words). They can do this with on-line journaling, Jings, power point presentations, keeping it new and interesting for students and ultimately being uploaded by the instructor to the Weebly for other students to access as they review vocabulary. Next, students need to create graphic or pictographic representations of the vocabulary. On a Weebly teachers can give students access to a number of graphic organizers, links to graphic representation software like a Wordle, etc. Step four is a review using comparison activities which can again be completed in a variety of ways in the Weebly. Student discussion of
vocabulary terms, step five, would be another possible Weebly activity through discussion boards. Finally, Marzano advocates the use of games, those links and documents could be included in the Weebly as well. Weebly offers the best overall, well-rounded approach to this wicked problem.