Emerging_Technology_Tools.docx SPD-330 Emerging Technology Tools SPD-330 Using technology in the classroom should always encourage fun ways to bring learning into the classroom. Innovation in the classroom using te
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Emerging_Technology_Tools.docx SPD-330 Emerging Technology Tools SPD-330 Using technology in the classroom should always encourage fun ways to bring learning into the classroom. Innovation in the classroom using technology should introduce educational software that will engage the students. There are a few educational application that would bring fun interactions and communication between the students, and they are Kahoot and seesaw. These two apps for instance bring a new point of view to the class and leaves the boring class and puts it into a fun engaging lesson. One of my personally favorites is Kahoot. You can use it for several different leaning platforms. Teachers are able to create content like. Quizzes, trivia, discussions, surveys and more (Vick, et al., 2019). This type of technology can be used to assist in lesson plans and student engagement. Within the basic functions of theses apps; you can teach critical thinking, language, words and phrases. Seesaw is another great application that can be used as a platform for student engagement. The teacher is able to share, reflect and collaborate with students and families ("What is Seesaw?", 2019). Parents and students are able to engage within the app. The app allows the teacher to post grades, communicate with the teacher, send messages and videos. The teacher is also allowed to upload videos. Seesaw allows students to be actively socially but allow parents to monitor students performance and progress. Both forms of technology can be used to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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