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.
1 comment:
I like your idea of using the iPad in helping student with their vocabulary. I am in a kindergarten classroom and my class seems to have trouble thinking of different ways to add up numbers in order to equal a number. I thought it would be helpful to download an app in helping students visually and physically deconstruct numbers so they can see which numbers comprise numbersv(i.e. 5=1+4, 2+3, and 0+5.) I know personally my school does not yet have access to iPads in the classroom, however I do not know that if that means there are none in the school or if they are just not in the kindergarten rooms. I like how you mentioned the students would work in pairs, this is a good cooperative learning technique to incorporate. Since students are constantly working within each others zones of proximal development often the students can take on the roles of teachers and help their peers in these situations. I really enjoyed reading your blog and I feel as if your idea would be one that could be easily incorporated into the curriculum and also prove to be very beneficial to your students. I feel as if one and perhaps the only drawback to the iPad is the cost. Some schools lack necessary funds to purchase them and would have to ask for grants in order to purchase them. I feel like this is sad because if used properly this form of technology could truly help students across the board!
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