Technology Integration Prezi

Technology Integration on Prezi

Technology Reflection: Instructional Use of Smart Boards

Description/Experience

During last Friday’s technology seminar, Mr. Graham demonstrated how Smart Boards could be used effectively in the classroom. He showed us various ways to incorporate Smart Boards into lessons and also included additional technologies and resources such as Mobi boards, which is a mobile interactive whiteboard, and portaportal.com, which is a site that allows you to store and rank links to sites that you may find applicable to the classroom.

Up until this semester, I had never really seen Smart Boards used for anything more than presenting material via PowerPoint. My high school didn’t have Smart Boards and the ones that I had seen around campus where never really used. The presentation by Mr. Graham helped to broaden my idea of how Smart Boards can be utilized in the classroom.

Application

Because I have never had much experience with Smart Boards or the features that come with them, I am still a bit shaky regarding how to work them properly. In fact, I think the first grade students in my classroom probably have a better understanding of how to operate the Smart Board in the classroom than I do!

Currently, my students are working on identifying nouns in sentences. One of the seatwork pages that they did today asked them to circle the nouns in each sentence and then write the nouns under the correct title (people, places, things, animals). I think that we could use the Smart Board to supplement this activity by using the Smart Notebook to get all students actively participating and engaged. I could write sentences on the Notebook and then have students tell me which words in those sentences were nouns. Once a noun was properly identified, I would drag it off to the side. After all of the nouns have been picked out of the sentences, I would create labels for each type of noun (people, places, things, animals). I would then call on students to come up to the board and drag a noun to the proper list. At the end of this activity, students would hopefully show an increased understanding of the topic.

Lesson Timeline:

• It may be helpful to first review what a noun is with students so that the concept is fresh in their minds.
• Ask students to provide some sentences containing nouns, then select a few as well as a few that have already been prepared and write them on the Smart Board.
• Ask students to identify the nouns in the sentence and once a noun has been identified, drag it off to the side so that students know that it has already been identified. This will comprise a “noun box” of sorts for the students to sort from.
• Make a header each for people, places, things and animals. Next have students come up and drag a noun to the appropriate list. For example, students would drag the word “cat” to the animal list and the word “fan” to the things list.
• This activity should help students identify and properly categorize nouns. At the end of the activity, have the students list two nouns (that were not used during the activity) for each category.

Reflection

--Pedagogical-Content:

By reviewing the concept before starting the lesson, the students’ memories would be refreshed. Additionally, when the students practice the concept as a group, they are presented with the opportunity to help each other understand. So, if a student doesn’t understand why the word “school” belongs in the places category, another student may be able to explain that it’s because a school is somewhere that you can visit.

            The students still seem to be enthralled by the Smart Board, so I think that they may be motivated to participate (at least a little) by the opportunity to use the technology. Also, this activity would require that the students be able to distinguish what a noun is, which is why I would review the material before the activity began.

--Technological-Pedagogical:

The use of the Smart Board in this activity supports the collaborative learning strategy that I applied during the lesson. The Smart Board becomes sort of the “water cooler” around which everyone gathers and shares their ideas and knowledge on the subject. By using the Smart Board, student participation would increase, as would the amount of time students spend actively engaged in learning.

Since we would be working together as a class, the classroom management strategies that are usually employed would probably need to be altered. I would need to find a way to ensure that the students that already had a firm grasp on the subject don’t just shout out the answers and dominate the activity. Additionally, I would probably need to impress upon the students the importance of hand-raising to help maintain control over the lesson. This may mean not allow students that simply shouted out answers or came up to the board without being called on to use the board until they were able to sit in their seat quietly and raise their hands.

--Technological Pedagogical Content:

By using the Smart Board to practice identifying and categorizing nouns, the students become actively engaged in the lesson and it provides them with an alternative way to review the material beyond the standard worksheet. This technology allows all of the students to truly learn together by becoming the center of the lesson around which the students exchange ideas and help each other to understand the material. Aside from the motivational aspects, using the Smart Board for this activity can lead students to practice working together as a group and aids them in learning to be cooperative. 

Technology Reflection: Instructional Use of iPads

Description/Experience

In this past week’s technology integration presentation we were introduced to the idea of using iPads as teaching tools in a classroom setting. Through the use of applications on iPads, teachers can expand the presentation and rehearsal of material.  Mrs. Galindo's presentation also touched on the idea of using iPads as a reward for good behavior, in order to reinforce desired behaviors.

            One thing that I took away from Mrs. Galindo’s presentation was that, no matter what grade, all students can gain from the use of technology. While some technology may be more difficult for younger students to quickly grasp, they can still benefit from its use in the classroom. Additionally, even though handing students such expensive technology, such as iPads, can be daunting, it shouldn’t hold you back from integrating them into your lessons.

Application

I admit that I would be extremely nervous to hand a first grader an iPad. I just keep seeing the iPad smashed to pieces or the screen with a large crack down the center with tiny fissures branching out and covering the entire surface. However, despite my fears, there is no doubt that the iPad could be beneficial in the first grade classroom. My class is currently working on counting change and I think that the iPad could be useful in reinforcing what the students are learning. Students could be allotted time on the iPad to practice counting change using an application (such as MakeChange and Count Money) during station rotation. After practicing counting money on the iPad in pairs, students will quiz each other using plastic money with teacher supervision. At the end of the activity, the students will, hopefully, show an increased understanding for the concept.

Lesson Timeline:

• The lesson would take place during stations so that smaller groups would be using the technology at each time. Also, this would allow the teacher to provide more direct interaction and assistance to each student.
• It would be helpful to already have the application open in advance so as to cut down on chaos and introduction time. Furthermore, the first few times an extensive explanation of how to work the iPad and the application will probably be required.
• The station group would be broken into pairs (assuming that the group has six children in it and three iPads are available for classroom use) and each child would spend five minutes practicing counting change on the application. After both partners have gone, this will total 10 minutes, with the teacher directing the partners to switch at the halfway mark.
• After each student at the station has spent five minutes on the iPad, the iPads will be closed and moved to a secure/easily accessible location. The students will then spend 10 minutes quizzing each other using plastic coins while the teacher supervises and makes note of student progress.

Reflection

Pedagogy-Content

When introducing this technology into the classroom, I would be concerned about how familiar the students are with the iPads. Some of their parents may have iPads of their own but, chances are, most of the students will have never had any experience with an iPad. I would be concerned about how much class time I would have to carve out in order to thoroughly explain how to use both the iPad and the applications.

Technology-Pedagogy:

In this activity, the iPads would be used to reinforce material already learned in the class. I think that by using applications that offer multiple ways to practice counting coins, the teacher would be able to reach students with various learning styles. Since the application may present the information in a different way than the teacher has, students would be offered different ways to view the material which, in turn, may help them to better understand.

Since this technology would be used during class time, appropriate classroom management strategies would need to be adapted. For one, the teacher would need to strictly express that the iPads are not toys, but learning tools. Rules would need to be put in place and possibly posted in the classroom, pertaining to the use of the iPads (i.e. the iPads should not be taken off of the table, no food or drink near the iPads). Also, the teacher may need to ensure that students understand that the only thing they are to be doing on the iPad is the application that the teacher has selected—they should not be playing with other applications or attempting to surf the internet.

Technology-Content:

            By using iPads in the classroom to rehearse material covered in class, the ways that students practice material (in this case counting coins) is altered. Instead of completing worksheets and practicing with plastic coins, students are allowed to experience the material in a variety of games and activities. These games, coupled with the excitement of using something like an iPad, can be more appealing to children and, therefore, they become more excited to practice material than they would be if they were bound to more traditional forms of practice.

Technology-Pedagogy-Content:

            By using iPads to rehearse material, students are introduced to new ways to experience the material presented. In this way, students can form a better understanding of the material by practicing it in various situations and contexts. Using the iPad as a learning tool in the classroom, would enhance the material by making the rehearsal of the information more interesting. Since using technology in the classroom can be exciting to students, they will be more excited to practice the material they’ve learned. Additionally, using the iPad would enhance how a teacher actually teaches by providing multiple outlets for practicing content. With more rehearsal options, the teacher can more effectively reach students of varying learning styles.  

Technology Reflection: Instructional Use of Edmodo

Description/Experience

            In the first technology demonstration of the semester, we were introduced to a teaching tool called Edmodo. Edmodo is a website fashioned quite like Facebook in its design, both aesthetically and conceptually.  The site allows teachers to set up a classroom outside of the school and bridges the gap between teacher and student outside of the classroom. On Edmodo, teachers can post homework for their students and provide instant feedback to questions asked by students about the class or work assigned. Edmodo truly takes education to the students by taking something that the students revolve their lives around (social networking sites) and transforming it into an educational experience.

One thing I noted about Edmodo is that, by using the site in an academically active manor by posting homework and assignments, you assume that all students have consistent access to a computer and the internet. Although technology seems to be invading our everyday lives at an alarming rate, there are still students that may not have access to the technology required to employ this resource.

 

Application

            I think that applying Edmodo to the first grade class that I’m tutoring in could present some difficulties in that the students are relatively unfamiliar with social networking sites and, possibly, the internet in general. However, I think that, after an extensive tutorial on the site to ensure that students fully understand how it works, Edmodo may be useful as an advanced organizer by introducing students to new material in preparation for the next lesson.

For instance, the teacher may post a short educational video explaining the proper usage of question marks. The students would be expected to view the video and then message the teacher two things they learned from the video. Through this early exploration of new information, students will start a new lesson having already acquired some basic understanding of the new material to be presented.

 

Reflection

Pedagogy-Content:

           First and foremost, it is vital that the students are provided with an extensive tutorial on how to properly operate the website. Perhaps it may even be beneficial to provide a tutorial of sorts for the parents by way of an instructional handout of sorts. In order for the content to be comprehensible, the students must first understand not only how to access the content but also how to respond to it. After you have ensured that the students are comfortable with the technology, the site can be used to share educational videos and the teacher could post helpful notes and reminders on the subject matter. For the question mark lesson, the teacher may remind students of words that typically signify that the sentence is a question (like who/what/where/why).

Technology:

The Edmodo site allows teachers and students to interact outside of a classroom setting and in a safe environment (parents can have access to their children’s’ class pages as well). Furthermore, teachers can connect with each other to share ideas and other resources that they have found helpful. After exploring the site and playing around with it during the technology integration seminar, I have found that it is relatively simple and easy to use. With the site designed for students and teachers of varying technological proficiencies, Edmodo is an excellent resource for classrooms throughout the globe.

Technology-Pedagogy:

In the activity, Edmodo would be employed as a sort of advanced organizer for the new material. By using Edmodo to introduce information ahead of time in preparation for the lesson, students will enter into the classroom with a pre-established base knowledge of the material to be covered. This means that the teacher can now spend less time on the basics of the material and, instead, work on teaching students how to apply the material. For the question mark activity, the teacher can now assume that the students have at least slightly familiarized themselves with the basics of what a question mark signifies and when they should use it. Now the teacher can briefly review the information already presented to the students in the video and then have them work on distinguishing between which sentences need a question mark and which need a period.

            If the students are allotted class time to work on their responses to the posed question or video, the teacher must consider how well the students work on the computer. Perhaps it may be helpful to have students work on the assignment in shifts so as to lessen the potential of distraction. Also, the teacher would have to ensure that students understood that the only thing they should be working on is their assignment on Edmodo since the computer itself offers many distractions that can be detrimental to the focus of a child.

Technology-Content:

By using Edmodo as an advanced organizer, the way a new concept is introduced and explained is modified. Instead of the regular in-class oratory explanation of new information, the student is exposed to a whole new dimension of the learning process. By explaining new material ahead of time, a student’s curiosity is peaked. They want to know what comes next and the excitement associated with using something like Edmodo that they have never used before, goads them into doing their assignments just to get the full experience.

Technology-Pedagogy-Content:

By using Edmodo in this activity, students are exposed to new material beforehand, thus allowing them to somewhat familiarize themselves with new subject matter before it is actually covered in class. In this way, Edmodo is not removing the actual teaching aspect but, instead, enhancing it. The material is covered in one way by the video (or other resource) posted to Edmodo and then reviewed and explained further by the teacher, therefore providing the student with a more well-rounded explanation of the material. Edmodo is a great supplement for classrooms in that it allows the information to be presented in multiple ways so that students with varying learning styles can be accommodated as efficiently as possible. 

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