Team 3 reminded us that there are multiple ways to teach and learn. They emphasized theoretical approaches to how one develops written-language proficiency. Their selection and demonstrate of iPad applications was linked to theories of learning. Knowing the purpose for including specific learning resources based on theoretical approaches to teaching and learning provided a purposeful intention for why a particular iPad application was a good resource. There presentation illustrated how complex and difficult it is for students to master the written form of communication. A cross breed between PowerPoint and Keynotes was used to prepare a single 36-slide presentation.
As a result of their presentation style one or two apps were demonstrated for different segments of the writing process. It was easy to see how their selected apps could facilitate additional practice for students with special needs.
I was pleased to see that the collaborative effort and responsibility for different elements of written communication resulted in a seamless experience. Each student became an expert about methods of teaching different elements of learning the art of written expression across the K-12 spectrum. The best ah-ha moment in the presentation was when fellow classmates in small group interaction recognized that well designed e-learning applications can be embedded in activities that met the needs of high achievers, average learners and those with English language or special education challenges at the same time.