Technology in Education


2013-2014 I attended the University of New Haven to earn my 6th year in Instructional Technology and Digital Media Literacy. It was the most challenging and exhilarating work I have done to date.  I thought I was good with technology and open minded when I started the program.  I had no idea what I didn't know. I've learned so much I felt my head would actually burst. I became so passionate about sharing technology with teachers and administrators; wanting to change education as we know it... to open the minds of others to technology in the classroom, using technology for formative asessment, individualized instruction and how to gamify a classroom.  This webpage is for YOU!  For teachers, administrators, parents, kids who want to see radical changes in education that allow students to own thier educational journey, to have curriculum that allow studetns to excel in areas there natural abilities and gifts lie, and not spoonfeed the masses a predetermined curriculum that is designed to allow failure; as a competition. Share these resiuorces, share your own. Leave comments, ideas and stories of how you flipped your classroom, and got your colleagues on board..













Click on Titles below to see more!
21st Century Digital Learners ChallengeTraditional Pedagogy - Storify by Gail


Education Inequality - Assistive Technology
Blog post by Gail


Assistive Technology for Sensory Impairment
Slideshow- Gail


How Video Games Promote Collaboration -

Common Core Dilemma -The Great Textbook Race - Gail

Flipping Your classroom & Gamification

Click image to learn how to Flip & Gamify Your Curriculum!

Brain Development
The Importance of Focus


October 23, 2013      ExchangeEveryDay (online newsletter)

"Our tech — tablets, texts, Facebook, tweets, you name it — has changed childhood. And that has huge implications for how our kids’ brains develop the ability to pay attention — and to learn," observes Daniel Goleman.  He continues... 

"Kids learn best when they can maintain sustained attention, whether to what a teacher is saying, their textbook, or their homework.  The root of learning is keen focus; distractions kill comprehension.  But the new normal for young people continually interrupts their focus with distractions.  This is particularly alarming in light of very strong research results showing that a child’s ability to resist the temptation of distraction and stay focused predicts how she will fare financially and health-wise in adulthood....

"Neuroscientists tell us this crucial mental ability hinges on the growth of a neural strip in the brain’s prefrontal cortex, just behind the forehead, which connects to circuitry that helps manage both attention and unruly emotions.  This circuitry grows with the rest of the brain from birth throughout childhood and the teen years.  The more a youngster can practice keeping her focus and resist distraction, the stronger and more richly connected this neural real estate becomes.  By the same token, the more distracted, the less so."



How Brains are Built: The Core Story of Brain Development

October 10, 2013

Norlien Foundation


The AFWI is pleased to announce the launch of our first animated video, which presents the core story of brain development in an accessible and visually engaging format for public audiences.


An excellent short video on brain  development in young children:  Alberta Wellness Foundation 













This resource remains copyright of the author. The AFWI encourages sharing by linking to this page, but republishing this content is prohibited by law.


NAEYC Article on Choosing Media technology for ECE  by Susan Friedman                                              
Smart Board and Autism Excellent video showing use of whiteboard technology with children on the Spectrum.
Seven Myths About Young Children and Technology -Plowman Article
NAEYC POSITION STATEMENT On Technology in Early Childhood Education
BIG DAY- link to website
How is Technology Rewiring the LEarning Brain
By Joseph DePalma (Colleague in IT&DML)





There is a radical difference between students being busy and students being engaged in their learning.  The Gordon Commission Technical Report: To Assess, To Teach, To Learn: A Vision for the Future of Assessment. (2012) states:”The causes and manifestations of intellectual behavior are pluralistic, requiring that the assessment of intellectual behavior also be pluralistic, i.e., conducted from multiple perspectives, by multiple means, at distributed times and focused on several different indicators of the characteristics of the subject(s) of the assessment.” Multiple choice, read and regurgitate strategies are inadequate and failing our students.  Instead the focus must be on assessments that provide opportunities for students to fully participate in the assessment process, starting with metacognition. Through reflection, peer assessment and self assessment students begin to think about their own learning and taking responsibility for their learning instead of feeling the outcomes are out of their control and not always fair or objective.


Ron Berger, of Expeditionary Learning, provides a poignant example of deeper learning in his video: Austin’s Butterfly. In this lesson Austin shares his drawing and his peers provide productive feedback. The process of providing constructive, useful feedback is taught before hand, and the students follow guidelines set for giving feedback. This process can be used from Early Childhood to higher ed. Some technologies that would assist teachers in assessing students deeper learning include Blackboard, CRS (Clickers), Web PA, digital rubrics, self assessment and reflection forms, and WikiTasks.


Blackboard is used in many schools, and can be utilized for peer assessment. This tutorial explains how teachers can set up Blackboard for students to weigh in on peer work. Clickers are an interesting assessment technology, where students are given devices that allow them to weigh in on an issue or answer a question by “clicking in.” Their responses are tabulated and graphs are projected onto the whiteboard. The linked tutorials describe the technology and help teachers get started. The videos also address challenges and provide suggestions for success. Clickers are compatible with Blackboard as well. I have seen presenters/lecturers use Twitter in a similar way. I found it exciting and engaging to be an active part of the discussion when getting to tweet my vote and watch the graph fill up with our responses.  Whichever tool used, students should be instructed in the process and informed their responses are anonymous. Some benefits of “clicking” or tweeting in include allowing all students a voice in each question, students won’t know what “moral majority” is until after they respond, reduces peer pressure, and provides multiple talking points for group discussion. Before choosing the technology, teachers should align the assessments with learning outcomes, referring to Common Core or CTELDS standards.


Assessing their own learning, growth, and the process through which they’ve accomplished their goals is an effective pathway toward the development of critical thinking. Torres & Samson: Toward a Culture of Educational Assessment in Daily Life (2012) Standards and examples of what is required must be clear, meaningful, and relevant. Student Assessment and Reflection forms can be simple paper and pencil assessments, or online Graphic Organizers.  The site Assessment for Learning provide a multitude of digital assessment tools. (I recommend bookmarking it.) I was amazed to find there are sites that generate rubrics such as Rubistar for teachers based on a variety of subjects, skill sets and standards and one for student blogging based on Bloom’s Digital Taxonomy; and Multimedia Checklists. Teaching and learning must be symbiotic.  When teaching, learning and assessment happen in real time, the learning is richer, deeper and more engaging for students (and the teacher!)

Deeper Learning through Technology - Gail Mishler
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