Prezi Presentation - Technology Reflection of the iPad

"“Technology Reflection: Instructional Use of iPad" on Prezi

Instructional Use of The Smart Board

Description/Experience
            In last week’s Education 301 seminar, the SMART board was discussed.  Mr. Graham shared his knowledge and experience with the class.  He did so by walking us through steps he has taken himself when teaching lessons by using interactive games, and drill and practice tools to assess student comprehension. There was also time for us to explore the poraportal site he had created that supplied much useful information about the SMART board and its uses. 

• Application
  Within the SMART Board gallery is a lesson template called Vortex.  A definition appears and the student must drag the correct work and place it in the spinning vortex.  If the word is correct, a sound plays and a form of praise is given.  If it is wrong however, the word comes spiraling back out.  This is a great activity for assessing students’ knowledge on vocabulary words and can be used as a review. 

• Learners: Fourth grade, general education classroom

• Learning outcomes: At the end of this activity, the students will be able to properly use their vocabulary words within the correct context.

• Assessment: I would determine if the learning outcomes were met by monitoring students as they complete the task, also, this activity has a grader included recording how many words the student placed in the wrong spot. 

Lesson Break Down

·         In the beginning of the week I would present the students with voaculary terms.  I would consider using another SMART Board application called flash cards.  As a class, I would have student one by one, go to the board, read the vocabulary word, turn over the card, and then read the definition. 

·         To continue practicing the words, throughout the week I may have students complete short worksheets using the vocabulary work in the right context, or have them create sentences where they are used properly.  

·         Finally, when conducting the SMART Board lesson –Vortex, I will announce that we will be reviewing the words and that our goal is to get as many words placed correctly as possible. 

·         I would then pull up the game, and have a student read the clue or definition. 

·         I would chose another student and ask them to go up to the board and use their finger to place the word in the Vortex. 

·         I would continue this process until all the words were completed.

·         If the students made a mistake, I would ask the same student to remain at the board while their peers assisted them in choosing the right word from the word bank for placement.

Reflection
Considering your learning activity described above, write two paragraphs or three for each section below addressing the questions. It may be helpful to keep in mind the followings when reflecting:

1. How well the use of this technology may support your teaching strategies in this activity.
2. How effectively the use of this technology may enhance students' understanding of and learning from your particular content in this activity.

1.   I believe that the SMART board provides the students with a visual that truly enhances the learning process.  It gives the teacher and students the opportunity to display and interact with content that may have not been there before.  An example of this is how to tell time.  Although clocks are readily available the SMART board allows students to manipulate the hands of the clock while providing activities and immediate feedback.  This makes other abstract principles easier to understand and demonstrate. 

      In addition, the SMART board has the ability to access the web.  The SMART board somewhat replaced the chalkboard and this is what really makes it so unique.  Virtually anything is now accessible. 

2. I feel as though that this application available from the SMART board  software provides the students with a fun and interactive form of assessment.  It promotes cooperative learning and students are engaged and want to participate.  Often times, the teaching of vocabulary is boring and little can be changed about that. However, the SMART board  adds the element of interest and students can’t wait to interact with it. 

      It is also useful for the teacher.  When assessing the students, the teacher is better able to gauge where the students are directly having trouble.  It also presents the teacher with an opportunity to sit back and observe which student needs further assistance and which ones truly have mastered the material. 

Pedagogical-Content:

When dealing with the SMART Board, a teacher should feel comfortable with the technology.  As a strategy, one should be sure to be familiar with all aspects in order to properly assist the students when they are interacting with it.  Also, classroom management is key.  My activity involved a lot of whole class participation.  Because of this, the activity would have not been successful if the students were misbehaving.  I would be sure to give clear instructions on the activity and the behavior that I expect all students to comply with when playing the vocabulary game.

The good thing about vocabulary words is that all students have the ability to learn them.  It is true however that it will require some students more time that others to master the content, but that is okay. The SMART Board gives the classroom the opportunity to implement many methods of application of content and games to drill and practice with.  Because of this, the SMART Board can be used in all classrooms, with all ages.  In order to keep students engaged and motivated, I would have them be active participants in their own learning, allowing them to use the SMART Board when possible, always asking for volunteers.   

Technological-Pedagogical:

The SMART Board truly promotes cooperative learning.  Students many times work together to reach a goal or answer.  It would be very easy to separate students into groups and have them use the SMART Board writing tablet to configure problem solving activities.  With my particular lesson in mind, the students work together to decide which vocabulary word fits the proper definition.  I would want to be sure that the students have enough time. In addition, the calling order should be fair and each student should be given an opportunity to read or go to the SMART Board and move a word they believe to be correct into the Vortex.

As I previously said, it would be imperative that the teacher use good planning.  This activity should be used to asses and reviewed only after the teacher is sure that the majority of the class, if not all, has mastered the content.  As, because students will most likely be excited, proper behavior and rules should be discussed before beginning the activity. 

Technological Pedagogical Content:

• Reviewing vocabulary words would not be as remotely interactive and fun as the SMART Board allows it to be.  If the SMART Board was not being used, it would simply being the teacher reading out the vocabulary word definition and the students volunteering answers.  This would not engage students for very long and it would also be hard for the teacher to assess student knowledge. 

• Students can ration out what the words are, and use the SMART Board markers to do elimination if they would like.  It gives students a visual other than words on a chalk board or directly reading off the work sheet.  And finally the SMART Board provides immediate feedback that the students often need to motivate them to keep learning. 

Technology Reflection #2

Technology Reflection: Instructional Use of iPads

Description/Experience

            In last week’s seminar, I was introduced to a technology referred to as an iPad.  Apple has created essentially a flat computer that responds to touch and is child friendly.  Much like an iPod touch with a bigger screen, the iPad has access to the internet and thousands of applications that can enhance the learning process for students of all ages.

Application
Learning outcomes: Students will understand the definition of several vocabulary terms.

Learners: Fourth grade, science lesson

Assessment:  The lesson will have implicit instructions so that each student will know exactly what is expected of them.  In addition, I would distribute one iPad between small groups of students. I would use a flashcard application that allows the students to read first the vocabulary word, and then its definition.  After a certain amount of time elapsed that I feel gave the students ample opportunity, I would then assess their knowledge using the SMART board to be sure the learning outcomes were met. 

1. The teacher will give explicit instruction to the students.
2. Students will get into small groups and open the flashcard application.
3. After reviewing the words and discussing between their groups students will be asked to stop.
4. Students will use the information acquired to be assessed. 

5. The teacher will view students answer and evaluate whether the objective were met.
6. If these learning outcomes have not been achieved, the teacher will make a second attempt via iPad.

Reflection
Pedagogy-Content:

To ensure that my students were able to use iPads and interact successfully, I would choose applications that are developmentally appropriate and easy to operate.  I would also do a lecture while demonstrating the use of the iPad and by illustrating my expectations of each assignment thoroughly. 

Students in this age group (fourth grade) will have been introduced to several vocabulary terms. Usually, this type of lesson is not very interactive, however, the iPad allows the students to interact with the material in a hands on, cooperative way that was not possible before.  It also provides a concrete visual. 

Technology:

The major functions of this activity allow the teacher and students to learn and rehaearse new vocabulary terms in a new way.  It is an extension of classroom learning and permits students to work in cooperative groups while gaining independence using the technology.  The students can ask questions, and use it as a study tool. 

The iPad is a technology that is easy to use and is fun! Students will respond favorably due to its game like functioning and many can access it from other locations and implement their knowledge in other ways. 

Technology-Pedagogy:

The iPad can be used as an all around to introduce, follow up, and reinforce what the student have learned throughout a lesson.  It also gives the students to opportunity to look back on the material and gain a visual that I may have not been able to provide otherwise.  It will also serve as means of assessment. 

The technology allows  students to work together and share ideas, and thoughts, helping all team members succeed and understand. 

Because the students would be working more independently, I would need to monitor them.  In addition, it may also be useful to set instruction on what they are to do when they finish and monitor them while they are using the iPads.  

Technology-Content:

In my opinion, the iPad allows students to visually see, analyze, and discuss the terms that are assigned.  I feel that this lesson makes this activity much more interactive and fun.  For instance, each student could take a turn reading a work, citing the definition, and then putting it into their own words.  Without the technology, I believe that the students would act more disconnected and less focused.  Also, it would be harder to get together an activity in such short time that they would be as interested it. 

Technology-Pedagogy-Content:

The appropriate pedagogies to successfully integrate this technology require a teacher to set ground rules and ensure the students are aware of the proper meaning behind its use.  It is also imperative that implicit instruction is provided and teachers use content that is useful and on their students level.

This technology permits the students to work alone, yet with the help of their peers and their teacher.  It enhances the content by bringing it to life and allowing the students to access the material they need to work on in their own time.  It also frees time up in the classroom for the teacher to give further instruction to those who need it. 

After implementing this technology, it would be important to reflect on if it is positively effecting the students and if it is enhancing the learning process.  The teaching strategies should be created keeping the students’ learning in mind.  If they are staying on task and know what is expected of them, then the technology is only benefiting them.  If however they were not complying with directions and had trouble with the material, new teaching strategies would need to be thought of. 

Technology #1 Reflection

Technology Reflection: “Instructional Use of Edmodo”

Description/Experience

            In last week’s seminar, I was introduced to a technology called “Edmodo”.  Edmodo is much like a social networking site that is set up similarly to that of Facebook.  The site has many benefits.  It allows the students to connect directly to one another, the teacher, access assignments, as well as receive instant feedback.  It is a great resource for upper elementary school teachers and well as secondary educators.  The students are also able to work independently with the ability to ask questions and communicate through cooperative learning. 

Application
Learning outcomes: Students will be able to identify and summarize the stages of “The Water Cycle”.

Learners: Fourth grade, science lesson

Assessment:  The lesson will have implicit instructions so that each student will know exactly what is expected of them.  In addition, the assignment will be that each student is required to go to a certain site that has all the information and an interactive description of the water cycle.  After completing the reading and possible activities, I would direct the students to take a quiz which I would have posted directly to Edmodo.  I would then assess the grades of my students to be sure the learning outcomes were met. 

1. The teacher will upload an assignment to Edmodo
2. Students will visit Edmodo and follow the directions the teacher has posted
3. The students will view/read/interact with the site content
4. Students will use the information acquired on the site to be assessed

5. The teacher will view students answer and evaluate whether the objective were met
6. If these learning outcomes have not been achieved, the teacher will make a second attempt via Edmodo

Reflection
Pedagogy-Content:To ensure that my students were able to use Edmodo and interact successfully, I would choose sites that are developmentally appropriate and easy to navigate.  I would also do a lecture while demonstrating the use of Edmodo and by illustrating my expectations of each assignment thoroughly. 

Students in this age group (fourth grade) will have been introduced to the concept of the water cycle however, it will have been only briefly discussed.  Because the water cycle is an abstract concept, many students may have a hard time visualizing it and therefore have the preconception that they will not understand this content.  Otherwise, the students will have a solid conception of what the lesson is about and they will be ready to build upon their prior knowledge. 

Technology:

The major functions of this activity allow the teacher and students to experience class discussions in a new way.  It is an extension of classroom learning and permits students to work at their own pace and gain independence.  The students can ask questions, check grades, use it as a study tool, and get help if they need it.  Edmodo is a tool to communicate and illustrate information even after the school day has ended. 

Edmodo is easy to access and to work.  With only a brief explanation of this site, most people would be able to access it and figure it out in no time.  Like I said before, it is set up very similarly to Facebook, which millions of people use every day. 

Technology-Pedagogy:

Edmodo used be used in my activity to further describe the water cycle.  It also gives the students to opportunity to look back on the material and gain a visual that I may have not been able to provide otherwise.  It will also serve as means of assessment. 

The technology allows me to work one on one with students by giving them time to research the topic on their own.  This would allow me as a teacher to answer questions and give further instruction to those who need it rather than over explaining to the whole class. 

Because the students would be working more independently, I would need to monitor them on the computers.  In addition, it may also be useful to set controls on Edmodo itself to further monitor what they post online and if they are staying on task.  Also, time management would play a factor.  The students would need to be aware of how much time they have so that they do stay on task.  

Technology-Content:

In this particular activity, the students would gain a more personal experience with the material than if it were given to the whole class.  Each student would be able to work at their own pace, read the material, encounter concrete visuals, and answers questions as they go to be sure they are taking away what they should be learning. 

Because the water cycle is hard to visualize for students in this age group, this technology can supply videos that can be repeated and shared more than one time.  If the student does not understand, it is simply their call to replay the video, or ask the teacher or a fellow student to help explain.  Edmodo gives the students an opportunity to interact of a whole new level. 

Technology-Pedagogy-Content:

The appropriate pedagogies to successfully integrate this technology require a teacher to set ground rules and ensure the students are aware of the proper meaning behind its use.  It is also imperative that implicit instruction is provided and teachers use content that is useful and on their students level.

This technology permits the students to work alone, yet with the help of their peers and their teacher.  It enhances the content by bringing it to life and allowing the students to access the material they need to work on in their own time.  It also frees time up in the classroom for the teacher to give further instruction to those who need it. 

After implementing this technology, it would be important to reflect on if it is positively effecting the students and if it is enhancing the learning process.  The teaching strategies should be created keeping the students’ learning in mind.  If they are staying on task and know what is expected of them, then the technology is only benefiting them.  If however they were not complying with directions and had trouble with the material, new teaching strategies would need to be thought of. 

Testing