Jenna+Windle's+Page

Jenna Windle's Wiki

//Hey everyone! My name is Jenna Windle and I am an eighth grade Special Education and Language Arts teacher at Northern Middle School in Garrett County, Maryland. I completed my bachelor's degree at FSU in Social Science with concentrations in History and Psychology in 2008. In 2010 I graduated from the Secondary MAT program with a Social Studies concentration. Since then I have been working on finishing up my Masters in Special Education (I refuse to completely graduate!) I live in Frostburg, Maryland with my husband, Scott and my 8 year old daughter, Brielle. I love teaching and look forward to finding more ways to positively impact student learning in my classroom. //

**//__Assignment 1: Special Topic Report__//** //Cyberbullying//

**//__Assignment 2: Gadget Report Information__//**

Lesson Plan: Using iPads and iMovie in the Language Arts Classroom  PowerPoint: Apple iPad2 and iMovie in the Classroom  media type="custom" key="17402138" **//__Assignment 3: Technology Projects__//** **//1. Google Resource Website//** I am working on a webiste with resources for technology in the UDL classroom. []

**//2. Instructional Video//** media type="youtube" key="fZrP517a-SY" height="315" width="420" **//3. Desktop Publishing//** Original File Poster Redesigned File Poster media type="custom" key="17401242" **//__Assignment 4: Technology Integration Unit__//** The unit plan I have written goes along with a high school unit on Imperialism. It is indicative of a typical lesson I would use in my classroom while teaching US or World History. The lesson plan is designed for the entire class, which is a diverse environment. I build all of my lessons using Universal Design for learning principals. I try to assume that I could gain a student at any time in my classroom, and my lessons should be designed so that any student with any learning preference should be able to learn in my classroom.

This is largely an inquiry based activity. Students work together to come up with answers to a predetermined set of questions. They are able to integrate technology into their inquiry, and will be able to search with a preselected set of appropriate resources. This helps to keep students by being overwhelmed by searching through hundreds of online sites that may or may not have the intended information. I will assume the role of facilitator, helping students to stay “on track” but not through direct instruction at this point in the unit.

<span style="color: #008080; font-family: Georgia,serif; font-size: 110%;">This lesson promotes online literacy because it offers several different methods for learning from the readings. Students communicate with each other to locate relevant information that will be used to ultimately design a classroom “Imperial Times” newspaper. Because students have some control over the sources they use, it encourages them to choose articles that they are interested in or find appealing. Technology is an integral part of this lesson. Students can use the computers, internet, word processing and web processing software to complete the webquest and newspaper. Students are working in small groups and communicating with one another to finish the activity. The communication is directed by the teacher, but students are able to collaborate together on the final project. IPads and other assistive technology are available. ReadOutLoud is installed on the machines, and mp3 players and headphones are also at our disposal.

Lesson plan: [] Webquest: []

<span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">**//__Assignment 5: Second Life Explorations__//** <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">**//Second Life Avatar://** **<span style="color: #308869; font-family: Georgia,serif; font-size: 150%;">TeacherJenna **

//** Second Life Reflection: **//
==//** I found second life to be frustrating at times. I enjoyed the platform, but it seemed like I couldn't usually make my Avatar do what I wanted her to do... (she went bald at one point and I lost a foot, lol)! Overall, I could see using this tool in a secondary classroom with mature students and a very strict set of guidelines. I enjoyed building the trampoline. It took me several times but I eventually was able to do it. I can see this being rewarding for students as well. I enjoyed playing around with the build features and learning how to manipulate the environment. I will spend some more time with it now that class is over, and see if I can come up with a few more applications for a classroom environment. **//==