Technology Reflection: Instructional Use of Ipad

Technology Reflection Assignment

Description/Experience
In seminar last week, Kristie Galindo from West Milford Elementary visited to discuss the Ipad’s use in schools. Her school has access to two or three Ipads per classroom and also a cart that had several Ipads for classroom use that was mobile to all the classrooms. Ms. Galindo had several applications downloaded to each Ipad for the teachers’ and students’ use. She used the Ipads in her classroom for multiple content such as math, vocabulary, spelling, and reading. She explained that she used the Ipads for a science lessons to look at stars and things in the sky and universe on a rainy day when the students could not go outside to observer and the stars where not very visible. Ms. Galindo explained the diversity of the Ipads and how they should be used as a resource and reinforcement. She also explained that the Ipad should not replace the teacher

Application
During my scheduled experience time in my PDS, I often observe the students going over vocabulary and reading. Ms. Galindo showed us many applications and examples of how she uses the Ipad for spelling and reading purposes. If my teacher had access to Ipads and enough that each child could use their own or work in pairs, I believe she would use them often. For my 1st grade PDS, I would have students work in pairs of mixed abilities with one Ipad to each pair. I would have the students work with a reading/spelling applications similar to the “Chicktionary” application that was given to us as an example in seminar last week. I would first go over the application with the students and show how it is done with visual examples until the class says they understand. The class with be divided into pairs of my choice with mixed-abilities. The students will first take turns to do the application individually a few times to get the hang of it. After both students have done the application individually, they will come up with words, read words, and other tasks of the application together. The students will work and learn together in this lesson plan. The students should come out enjoying reading and spelling a little more after seeing it as a game. They will also be able to take turns and work together to reach a common goal. Also, they will develop their technology skills as they are still at a young level and often have not had much experience with technology.
To be certain that the students are doing the correct application, doing it as I instructed, and really getting information and understanding from it, I will walk around the room and observe the pairs working together and students doing the application individually. I will ask students to do a few questions or parts of the game on their own if I have missed their individual work. As I am observing, I will take note of the students who are really focusing, participating, helping their partner. Also, the application I choose may keep score. I can use these scores to assess the understanding and participation of my students.


Reflection

Pedagogy-Content:
I would represent content by playing or using the application in front of the class and doing as many games, rounds, or however the application is broken down until a majority of the class says they understand. Before and while using the application, I will verbally explain the instructions, button choices, etc. incase students can remember verbally better than visually. I would also go around the classroom continuously, monitoring the students participation and if there is any need for assistance or further explanation.
Some of the technology use, spelling, reading, placement of letters on keyboard, and other aspects may be found difficult by some students and easy by others. At the first grade level, students’ exposure to technology is varied dramatically. Some of the students may not have a computer or much technology at home and therefore were not exposed to it until the year before in Kindergarten or never. Also, some students may have access to a computer at home and may have older siblings or inclusive parents who often use technology and expose as well as teach these students about it. It is difficult to give this type of technology to such a young age without in depth explanation and consistent monitoring.

Technology:
This technology can help make learning into a game that teachers may not be able to think about or create so easily as just downloading an application. Also, this technology can give teachers images, videos, ideas, and other things that they may not easily have access to without this technology. An example of this limited access now available via Ipad is the star/universe interactive application that Ms. Galindo showed us in seminar. It was almost like a video or very realistic surrounding picture that students and teachers can adjust, manipulate, and interact with. Although students could go to a science museum or planetarium to see these kinds of visuals, the Ipad makes these visuals accessible to the teacher right in the classroom. Similar applications are always available. There are thousands of applications available to give teachers and students access to things they would not otherwise have and there are more being created every day. Most applications are free and if not, they are not usually very expensive. This technology really makes many things accessible within a few minutes to purchase and download.

Technology-Pedagogy:
This technology would be used to simply make the lesson of reading and spelling more fun. The students would see it as a game rather than a lesson. With the visuals, effects, sounds, and silly themes, students would be so intrigued by the lesson that they wouldn’t believe they’re learning.
Because the students may not have much exposure to technology and the proper use of it as well as might get overly excited to be “playing a game”, I would have to manage the classroom a little more closely that usual. The students could certainly not be left alone and would have to be consistently watched fairly often to ensure that they are doing what was assigned and using the technology the right way. If a student is hitting the screen very hard, has a drink right next to it, or is scratching the screen by using a pencil or something, this would be a serious problem. It is important to explain how fragile this technology is and the importance of the students to be careful and courteous.

Technology-Content:
This activity would visually present the spelling and reading information to the students. It would allow the students to practice and use repetition to enhance their information and understanding. Rather than just repeating the information and having students read the same words or similar stories continuously, the students will learn the same content in a similar manner, but under the impression that it is a game rather than a learning technique. It will make the information fun and get students more interested.

Technology-Pedagogy-Content:
Some of the applications would be difficult to use for specific vocabulary and reading practice. I would probably use an application that uses similar words to the ones currently being taught, or even an application that allows the teacher to create the word choices.
This technology would really help teach visually and I would use this technology to assess which students are learning better visually and eventually give them more time with the technology to practice and further understand lessons in the future.
As Ms. Galindo said in seminar, this technology “should not replace teachers.” It is important to use the technology, but not to depend on it. I will use the technology to add variety to the lessons and help students who learn better visually, however, I will not use the technology in every lesson plan as it would use it’s excitement and value. The students would not be as excited and interested in the technology and therefore not absorb the information as well.
I believe this technology is best for further practice and to access parts that can be used in a lesson plan that would otherwise not be accessible, but not often be used as the entire lesson plan. They should be a reinforcer, not the lesson entirely.

Thoughts of today

Recently there have been some problems in my PDS with teacher anger control and classroom management methods. In any school, there are the mean teachers that students dread. Almost everyone has had that summer when they open their report card to find who their next teacher will be, and are shaken when they read the name of a teacher that everyone knows is "mean".
Just this past summer I was having Sunday dinner at my grandparents with my younger cousins. LaLee, the youngest was teasing her older brother, Cody, about his teacher. They had just received their report cards that told them who their teachers for next year would be. Apparently, Cody got the "mean teacher". He seemed pretty upset about it.
In my experience as a student and observing, I often hear teachers yelling or have had them yell at me. I understand that people get stressed out or students can continuously not listen, but I feel that raising your voice at students is never the way. I plan to never be "the mean teacher" and always be able to keep my cool with my students. In my pds, my teacher always speaks in a pleasant tone. Almost every time she asks a student to behave a certain way or not do something, she gives them a reason. She really stays calm while others may not. I plan on asking her next week at my PDS some of the ways that she stays so calm and keeps her voice at a consistently happy tone. It is important to not make students feel frightened or nervous and raising your voice at them will certainly not do so.

Technology Reflection: Instructional Use of EdModo (Social Networking Site)

Technology Reflection Assignment

Description/Experience
The technology demonstrated during October 7th seminar was a social network site for teachers and students to use. It was similar to Facebook, but with control to the teachers and restrictions that limit negative use of the technology by students. For example, students may not instantly message or chat on the site, but may do so with the teacher or the class as a whole. This limits bullying with the technology that is a common problem with Facebook. The site helps to connect and organize the students by class to their teacher(s). It helps to organize information and assignments for the students to see and can promote discussion between students and teachers. The teacher can also use this tool to grade and assess students’ progress. At the beginning of the seminar, I thought, there’s no way students will use this. However, during the seminar, the instructor gave great examples and I really saw how fun it can make assignments and how well this tool can help to connect students to the teacher and organize activities, assignments, information, and grades or progress. It is an awesome tool for teachers and students alike that I believe they both enjoy.

Application
This tool is a bit too advanced for the grade that I am observing and learning from at my PDS. I am placed in first grade, and the students are still learning computer skills and typing skills at this grade level. However, the teacher could possibly use this tool to guide students in making their own profile or account on the site and teaching them about the importance of privacy and strangers on the internet with a site like this. The students would gain keyboard and mouse skills through this activity. They will also gain knowledge about stranger danger and privacy on social networking sites like this.

First, my PDS mentor teacher could discuss internet social sites like this. She could tell them about how anyone can join which can make it fun to meet new people and share pictures, thoughts, jokes, etc with your friends online, however, strangers and dangerous people can also join this site and may use it to try and hurt people. It is important to no connect with strangers on sites like this and not to put any personal information out there for others to see. Then, the teacher may discuss and question students on what personal information they think should not be put online. Examples may be; school they attend, full name, parent’s names, siblings’ names, town, street, or neighborhood they live in, church they attend, place their parents or siblings work, places they go when they’re not in school or at home. The teacher would expand that anything that is specific like the examples given can be searched and found. If a stranger has their picture and knows a specific place that they go or family member goes, they could find them or their family member and trick them.
After discussing the importance of privacy on social networking sites, the students could go to the computer lab and use their keyboard and mouse skills to create a profile on the EdModo site with the help of the teacher (and Tutor).
The teacher could use the projector to show the steps she is going through on her computer to show students what steps they should be going through and how to complete them. After the teacher demonstrates each step, the teacher asks if there are any questions. Then, the teacher and tutor go around and help students with the step. This is repeated until each student has made their profile.
Once all the profiles are completed, the teacher allows students to explore their profile and click on links and such to understand parts of the site and it’s tools. She may explore her own profile on the projector to explain some of the tools and links to students in a brief overview.

This would help students with their keyboarding, mouse, and technology skills. They will soon be faced with social networking sites and will need to know the importance of privacy and what to fill out on this sites and what not to fill out in order to keep privacy.


Reflection
Pedagogy-Content:
Going over each step on the projector with the students in the computer lab helps students to understand the steps and what they should be doing or what the steps mean better than the teacher just explaining them verbally. Students may have experience with social networking sites like this if their parents or siblings have a profile on a social networking sites. Often students have a computer in their house hold. With students in the first grade, it is possible that their parents may be younger or that they have older siblings that would use a social networking site often and even include the student in using it. They may show the student pictures, post pictures of the students, or explore and use the social networking site with the student present and observing. Many of the students will have experience with a site similar to this, but may not have hands on experience.
Technology:
The technology is a great tool for older ages that have more hands on experience with this type of technology and have higher levels of typing and mouse skills. With technology like this, hands on experience is what helps students develop a better understanding and become more involved in its use. The teacher may use the site to show students links and videos that can be part of the lessons. Also, teachers can use this site to find lesson plans and ideas from other teachers. However, it is hard to develop a very complex lesson plan with this technology that the students will use themselves. Giving the students a little time with the technology site will help them understand, explore, and develop easier use of the technology as well as develop their mouse and typing skills.
Technology-Pedagogy:
The activity I created was based around the technology. My activity uses the site to help students develop their typing and mouse skills. It also is used as a basis for reason to discuss stranger danger and privacy on social networking sites. This information is key for students before they gain the skills needed to put their information out to the public. Respecting computers in the computer lab, making sure students understand the importance of privacy, following steps together, and giving the students time to complete each step on their won are some classroom management strategies that need to be considered in this activity.
Technology-Content:
Using this technology for videos and links in a lesson plan can help differ the lesson plan and make it exciting for students. Using this technology can also give students a better understanding of different aspects of social networking sites that the may not consider when making one on their own. It can also help students feel older and responsible if they are familiar with a similar technology that their parents or siblings may use. Using this technology can help students develop their typing skills with experience and help them understand some of the more complex aspects of technology like links, videos, connections, discussion, and internet search.


Technology-Pedagogy-Content:
The technology must be taught in simple terms with only the basic information of it’s use to help create a solid basis for students’ understanding of the technology. At this age, they do not have much experience with sites like this and fully understand it’s functions and uses. The content must only use this technology in small amounts and simple steps repetitively until the students have solid understanding and are developing an easier use of the technology. Once the students are becoming more fluent in the technology language of a social site like this, lesson plans can expand and integrate more of this tool. For this grade level, this technological tool would mainly be used for teaching technology and expanding students’ typing, mouse, and technological skills. It is a bit too complex to integrate much content information into this technology. The teacher may use this tool to show the students videos and links or get lesson plans and ideas from other teachers, but the students probably couldn’t do many assignments or lessons directly with the technology and a content area. Using it to show videos and links would help vary the ways that students are presented information and will help visually teach the information as well as interest the students in the information.
When using this technology to teach content to students, I would have a teaching strategy that allows students to roam and explore. It would be a very broad lesson that allows students to develop their understanding of the content and technology with a hands on approach that only experience can teach. I would allow the students to work at their own pace and in their own direction, while guided and helping students along where they are stuck or headed in a too confusing or off topic direction. I would allow much room with much guidance and advice.