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.