Rubrics, Clickers, and Inspiration Software

To assess students’ learning performance, teachers may require methods of evaluation such as technology based rubrics (Jonassen, 2008, p. 226).  Certainly, rubrics allow teachers to be more organized and focused when grading as they entail specific concepts on the assignment that is being evaluated.  Since rubrics are available online, they can be altered to meet the special criteria of the subject or topic being evaluated, for example, writing, speech, history, etc.  Such tools are also important for students because they, to a certain level, signal students on what to prepare for.  Available online websites like Rubrican.com provide tools for educators to access, build, and share rubrics.  Technology-based rubric tools also save teachers time.  The use of rubrics is something I will definitely find beneficial when I incorporate it into my Spanish teaching career for presentations, projects, and homework assignments.

Although clicker assessment tools are not completely integrated in all public classrooms, it is a powerful technology-based tool that most students will welcome into their in-classroom learning activities.  Further, it serves as a motivator and challenger for students of all ages.  Results of a study where students used clickers showed that they were more involved during lecture and had a higher participation percentage (Berry, 2009).  It is hard to say that all teachers would use this tool in their classrooms due to limited availability through the school districts, but it will be perfect for teaching a language other than English.  I would use it for my Spanish class as students many times are afraid or shy to speak up; this would allow them to still think about their answer and get a response right back without even having to speak.

The Inspiration software is an essential online tool for certain subjects.  This tool particularly benefits those digital learners who are interested or need extra help with language arts.  Although I find this tool innovative, its goal could also be reached if students used a paper notebook when they brainstorm.  One good characteristic is that the webbing is formatted to an outline just with a click.  I find this more useful for students when they practice or study during their spare time.  Of course, this may be a wonderful tool for visual learners because of the various drawings and pictures available for students and/or teachers.  

References

Berry, J. (2009). Technology support in nursing education: clickers in the classroom. Nursing Education Research, 30(5), Retrieved from http://proxy.tamu-commerce.edu:8436/ehost/pdfviewer/pdfviewer?vid=2&hid=8&sid=78bdb97e-0139-46ea-ac68-6e8f1fd9bd6a%40sessionmgr12

 Jonassen, D. ., Howard, J., Marra, R., Crismond, D.  (2008). Meaningful learning with technology (pp. 226). Upper Saddle, New Jersey: Pearson.