Futures of Education

Week 10/Finals

After watching the videos and reading the materials about virtualization, gesture-based learning and thin clients/blade PCs, I sat here wondering what my school district is doing and why they are doing it because we don’t have anywhere close to this level of efficient technology. I fully understand that the wheels turn slow in any large organization/bureaucracy but I truly do not understand why our district is so far behind in technology. This is no secret. Catching up our technology is a constant goal of administrators and I applaud their continuing efforts.

I see my daily classroom life running so much smoother with thin clients and blade PCs. It is a CONSTANT source of frustration and redirection of curriculum because we do not have adequate technology. I haven’t been able to use the laptop cart since October due to continued issues with batteries, logins, server and wireless problems. One category on our report card for 5th grade is ‘computer skills.’ Two teachers on my team have to put ‘not introduced this term’ because they have never been able to get the class able to work on the computers. So very many of the problems associated with assignments in my classroom could be alleviated with virtualization and thin clients/blade PCs. Our IT department used to have 10 people to keep the computers running at 13 schools. Due to budget cuts, we now have 3 people for our entire district’s IT crew.

I would love to see a move to more efficient technology because then we could spend more time learning instead of watching Mrs. Schreiner crawl around under the computer tables trying to figure out the missing connection or telling a fifth grader that they have  to retype a week’s worth of research because they didn’t save it to the correct version of Word (we have three in our building alone). That is one major benefit I see to our district moving to the whole thin client/blade PC idea- standardization of operating systems. In my school we have three different versions of Word that the kids have access to- one in my classroom, one in the library and one on the laptop carts. There is another much older version on some teachers’ computers and also one brand new version on other teachers’ computers. I would love to see this particular problem go the way of the chalkboard. I would see an immediate increase in efficiency, learning and alignment with a greater number of NETS standards for teachers and students. Our goal is greater, high quality learning; so let’s make that happen to the best of our abilities. The technology is here, let’s use it.

Please.

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Resource List for iPads

Week 10

Resources List for iPads

Topic C, K-5 learners

NETS: Due to the variety of applications available for teaching, learning, creating and activities, I feel that the NETS-T and NETS-S standards are all able to be met. There are apps for taking attendance, creating books, making/editing videos, organizing assessments, and so much more. The NETS standards are all met for teachers and students because of the variety and diversity of the apps collection available.

 

  1. Ipad app directory for educators
    1. Link: http://www.appitic.com/
    2. I really like the way this website is organized for teachers. There are categories, like Bloom’s, NETS and content area themes, which make navigating through all the apps able to more focused and therefore faster.
  2. Blog of a fourth grade music teacher with great app recommendations
    1. Link: http://behindthebaton.com/tag/classroom-organization/
    2. This site is very focused on app recommendations for music teachers. While this is not my specialized area of teaching, I wanted to include this site because it so targeted and contains very specific apps that would be very helpful for music teachers.
  3. Apps focused on Bloom’s Revised Taxonomy
    1. Link: http://www.schrockguide.net/bloomin-apps.html
    2. This website has apps organized by Bloom’s Taxonomy. The website organizer also has many links to support teachers and technology in the classroom, including tips on integration and lessons as well.
  4. McGraw Hill math apps
    1. Link: http://www.padgadget.com/2011/04/15/mcgraw-hill-education-offers-free-ipad-math-apps/
    2. I was primarily interested in this site because our district’s math adoption for my grade level is McGraw-Hill. We are supposed to adopt new books for each grade level every seven years, but due to budget cuts, that has been postponed for most subjects. The standards have now changed and our current McGraw-Hill does not cover the Common Core and we have to do a lot of supplementing. This site has great apps that align with the Common Core and complement the McGraw-Hill curriculum. It’s very user-friendly and has some terrific lesson ideas and tips for teachers as well.
  5. Ipad use ideas for teachers
    1. Link: http://www.teachthought.com/technology/25-ways-to-use-the-ipad-in-the-classroom-by-complexity/
    2. Great ideas for using iPads in the classroom! These are specific ideas to complement lessons, also there are many additional links for resources to use in the classroom with iPads.
  6. Single Ipad in the classroom ideas
    1. http://elementaryedtech.wordpress.com/2012/04/11/the-single-ipad-classroom/
    2. This website was clearly designed by a terrific teacher! There are great ideas for using a single iPad in the classroom, directly from teachers who have been doing this successfully. This is very interesting and VERY useful for me as the teachers in my school will be getting iPads soon- one per teacher. We also a laptop cart per grade level to share so some of these ideas will be worthwhile for that as well.
  7. Free Ipad app list- very extensive
    1. Link: http://www.slideshare.net/gtoews/free-apps-list
    2. Apps are listed by grade level on this site and there are also tutorials for how to use the apps as well. There are links for lessons and ideas from other teachers as well. Very useful site that is also quite user friendly.
  8. Technology in education ideas
    1. Link: http://www.scoop.it/t/technology-in-education/p/1681679043/great-ipad-app-pinterest-collection-by-katie-christo
    2. The information and resources on this website are terrific! There is just about anything from information for teachers about applying tech in the classroom, to lesson ideas to specific classroom management strategies with technology. This would be a phenomenal to use as a tool for professional development.
  9. Ipad apps for the classroom- blog by fourth grade teacher
    1. Link: http://love4thgrade.blogspot.com/2011/11/ipads-in-classroom-app-recommendations.html
    2. A very enthusiastic and energetic fourth grade teacher has written an extensive list of apps, with great descriptions, including a summary of each app and appropriate grade level. This is a great blog and great list of fun apps, with recommendations and lesson ideas as well.
  10. Pinterest for teachers
    1. Link: http://pinterest.com/
    2. This is a very broad resource but SO useful! I probably use an idea from pinterest at home, school, or the gym every day! The great thing about using pinterest to find resources for education is that other teachers are the ones posting (pinning) about each of these ideas. I used pinterest to locate most of the resources above about iPad ideas. Pinterest is free to use, you just need to create an account. You can also create ‘boards’ to save the ideas that you have found on the site. I use my boards all the time. Each board is made of ideas that have been pinned, like an online bulletin board. Sometimes I print out ideas, but most of the time I just keep them stored online in my Pinterest account. I highly recommend using Pinterest to help guide searches for iPad resources, and really anything elseJ

 

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Article Review- iPads

Week 9

Topic C, Review #2- iPads

Learners- K-5

Article- A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement by Barbar McClanahan, Kristen Williams, Ed Kennedy and Susan Tate, 2012

After the last article related to iPads and learning that I read for Week 8, I was much happier after reading this study. My school just told us that we’ll be getting iPads in the next few weeks and I am more motivated and energized about the benefits of this technology in my own classroom after reading this study.

This research was conducted as a case study of one student in fifth grade who is a struggling reader and diagnosed with ADHD. The research was conducted as the action research project of one preservice teacher, Kristen, and her lessons with this student, Josh. This student attended school in a rural district without services available for adequate pull-out groups that many other kids with similiar IEP goals receive. At the time of the beginning of the study, Josh was reading at around the second grade level.

In the initial assessment of Josh’s reading levels, he could not stay on track and focused. He consistently interrupted Kristen, could not sit still or answer the questions on the assessment. Josh was truly “trying to cooperate but he just could not stay focused,” (McClanahan, et. al, 2012). The teacher conferred with the superintendent of the district as she was concerned about the success of her upcoming lessons. He suggested using the iPad as a reward and also in her lessons.

At the next lesson, Kristen taught using her ‘regular’ way and then rewarded Josh by letting him play an educational game on the iPad. Kristen found that Josh was able to sit still for a longer amount of time and stay completely focused on the iPad game. She switched up her lesson strategies so that the iPad was focal in her lessons with Josh. Over the course, they used iPad apps targeted toward increasing Josh’s reading comprehension and fluency. These strategies also increased his metacognition about his own reading.

By the end of the action research study, Josh’s reading level improved one full grade level. You may be thinking what I was thinking at this point in the study; of course he improved, the child was working one on one with a teacher twice a week for six weeks! In the Implications section of the article, the authors addressed that very concern. They acknowledge that this intervention may have been a factor in this student’s improvement. However, given Josh’s behavior during the non-iPad initial assessment, it was unlikely that he would have been able to focus long enough to benefit from the intervention and lessons. The only difference between the lessons was the use of the iPad. “The thing that seems to have made the difference was the use of the iPad as a mediator of the intervention,” (McClanahan, et. al, 2012).

I can truly picture this kiddo, Josh, as I have had many just like him. I am really looking forward to being able to use my iPad with all students in my class. I think there are even more possibilities with kids that struggle because there are more outlets for sensory issues with this medium. There is built-in activity and motor movement with iPads, and smartboards as well. Learning is an active process, our bodies should be active too!

I am very excited about the possibilities of the use of iPads in the classroom. I can see limitless uses for lessons, classroom management, rewards, information tracking, collaboration, creation and many other areas in education. For these inspiring reasons, I feel that this article and this medium meet all NETS standards for teachers and students.

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Article Review- Week 8

Article Review for Topic C- IPads

Learners- K-5

Article- Teaching and Learning with iPads, Ready or Not? By Orrin T. Murray and Nicole R. Olcese, Pennsylvania State University 2011

This article freaked me out! My school just told us that each teacher would be getting an iPad before Winter Break and I was super excited! Then I read this article and so disappointed to find that they did not have exciting results.

This study was conducted to research whether the use of an iPad in the classroom would enable the teachers and students to do things that they would not be able to achieve without this technology. The method was comprehensive and extensive. The research authors found that the website hosted by Apple for apps was extremely user-unfriendly, they even spent two months deciding on the right apps to use for this study. It was a very systematic review for the apps.

I was uncomfortable even reading how much time and effort it took for the researchers to locate acceptable apps! My mind immediately was reeling in the amount of time it would take me to properly utilize an iPad in my classroom! How long will it take me to find apps for all the categories/subjects I was planning on using it for…. noise levels, timer component, math, language arts, writing, science, social studies, health, art… to name just a few of the plans I had for the iPad in my room.

This study concluded that the iPad will not “ignite a revolution in schools,” and that the “current trajectory will not revolutionize teaching and learning. The lack of collaboration capabilities underlie this point, as do the overwhelming number of application that are simply drill and practice or focused on delivering content for consumption, not creation or re-use,” (Murray & Olcese 2011).

I was beyond disappointed to read this, especially given my recent excitement for ‘my’ iPad. Then I re-noticed the publication date, 2011. Now this is only a year ago but I feel that there have been significant app development in the last year. No one at my school has an iPad that they use in their classroom, so I don’t have direct contact or feedback from teachers that I know about this topic. However, I started searching online for my resource list for this topic and found great reviews from teachers about a lot of iPad apps for the classroom, even using one iPad in the classroom vs. no iPad at all. I had no trouble finding apps and links to app lists that are highly recommended by teachers. There were even a lot of apps associated with the levels of Bloom’s Taxonomy.

Basically, I think that the authors of this study were spot on, for 2011. Since then, there have been great developments in apps that address the concerns that were brought up in the results of that study.

Due to the scope and variety of apps for the iPad, combined with the great motivation and inspiration of the teacher, I feel that its use addresses all of the NETS standards for students and teachers. Depending on the lesson, required skills and freedom on assignments, students will meet NETS standards about creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, digital citizenship, technology operations and concepts. Through participating in a professional learning community and applying best technological practices, teachers will meet NETS standards about facililitating and inspiring student learning and creativity, designing and developing digital age learning experiences and assessments, modeling digital age work and learning, promoting and modeling digital citizenship and responsibility and engaging in professional growth and leadership.

Ok, freak out over.

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Week 7 Article Review- Smart Boards

Week 7 Article Review

Media- Smart Boards

Learners- K-5

Şad, S. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907.

The goal of this study was to produce an attitude scale for use by teachers and administrators to gauge their students’ attitudes and experiences with Smart boards in their classrooms. In the introduction of this study, the researchers reference several previous studies regarding the contributions that Smart boards (SBs) make in the classroom. It was noted that SBs help enable teachers to more thorough and effective in their lessons and that SBs benefit children by appealing to broader audience of learners, engage in more senses and intelligences and help bring abstract concepts to life. There also several limitations to the use of SBs in education discussed as well. Most notably were the lack of training for teachers to be able to fully utilize SBs and also be able to troubleshoot technical difficulties.

This group of researchers set out to develop a scientifically sound way of evaluating if this new technology “generates the desired pedagogical impacts,” (Sad, 2012).  They used groups of elementary students to help them design, in qualitative and quantitative methods, a way of assessing the attitudes of elementary students toward SBs in the classroom. They conducted interviews both with teachers and students experienced with SB use, and also analyzed the validity and reliability of the specific assessment questions.

The results of the diligent and scientific work is “consequently, both qualitative and quantitative results of this study verified that Smart Board Attitude Scale is able to make valid and reliable measurements about the 4th to 8th grade elementary students’ attitudes about Smart Board use in their lessons,” (Sad, 2012).

The importance of proper assessment is not lost on this public school teacher. It is one of the main things taught in preservice teacher education- authentic assessment. We all have about 12 of those textbooks in our shelves. Which is one reason that I’m not sure how state standardized tests became the end-all-be-all but that’s for another day!

Districts have spent and will spend a boat load of money on Smart boards. It’s important to understand the research behind this great software and also to continually assess whether it’s working. In a lot of districts, professional development time has been cut. It is supposed to be an easy cut in this day of furloughs, cut days and non paid days- have teachers in the classroom more, give kids less days off, maximize the time we do have here in the school year. But that catches up quickly and I think that day is here. Without teacher training and proper collaboration time, the money spent on these technologies is a waste. It’s important to change with the times, and also do inspire individual change, rather than crash-land a big screen in classrooms.

This study provided a great tool for ongoing teacher and district reflection. If teachers are trained well, given time for their own learning, and access to learning enhancing software, then kids will love the use of Smart boards in class! How couldn’t they? This would be reflected in the Smart Board Attitude Scale assessment. Teachers and administrators would know that they are on the right track and should keep up the good work. However, the SBAS will also show if the proper time has not been invested up front and the teacher has to use the board as a large white board. This would provide the district feedback for their next inservice.

I enjoyed reading this study and also the literature it referenced as well. I think that any move toward authentic assessment is a good one.

  1. NETS-T

i.      Facilitate and inspire student learning and creativity

  1. Promote, support and model creative and innovative thinking and inventiveness
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

ii.      Model digital age work and learning

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
  3. Model and facilitate effect use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning

iii.      Engage in professional growth and leadership

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
  2. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community

 

  1. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Contribute to project teams to produce original works or solve problems

iii.      Critical thinking, problem solving, and decision-making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies
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Resource List for Smart boards

Week 7

Resource List for Topic B- Smart Boards

Media- Smart boards

Learners- K-5 (although since I teach 5th grade, most resources are geared for that age)

 

  1. Whack-a-mole customizable game
    1. Link: http://exchange.smarttech.com/details.html?id=3b2ef28c-e709-4ff0-8925-2c65832642a0
    2. Great Smart board resource! Kids throw a koosh ball to open up a question- you can customize the questions to any grade level and subject. This game strategy would get a lot of learners involved and also optimize observational learning. You can even involve the kids by having them create the questions. One fun lesson that popped into my head would be to have every child bring in a current events article and one question about the topic, then the teacher or students (with enough instruction…) upload the questions and then play the game as a class. There are really endless uses for this game!
    3. NETS-T

i.      Facilitate and inspire student learning and creativity

  1. Promote, support and model creative and innovative thinking and inventiveness
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

ii.      Model digital age work and learning

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
  3. Model and facilitate effect use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning

iii.      Engage in professional growth and leadership

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
  2. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Contribute to project teams to produce original works or solve problems

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

2. Connect 4 game

  1. Link: http://exchange.smarttech.com/details.html?id=7fdc0436-bbaf-4909-95ce-257e6ebad911
  2. This customizable review game is great for studying for a test, going over key concepts, etc… You can insert your own questions!
  3. NETS-T

i.      Facilitate and inspire student learning and creativity

  1. Promote, support and model creative and innovative thinking and inventiveness
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

ii.      Model digital age work and learning

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
  3. Model and facilitate effect use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning

iii.      Engage in professional growth and leadership

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning

iv.      Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community

  1. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Contribute to project teams to produce original works or solve problems

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

3. Jeopardy game

  1. Link: http://exchange.smarttech.com/details.html?id=806ef19a-f06f-4143-8828-1f8462070e50
  2. I use Jeopardy games all the time in my class for many subjects, so this is a great tie-in to that. This game works with the Smart board and is customizable for subjects and your specific questions. This would be a fun review lesson for kids and also a learning experience as well. Sometimes I have my kids write the questions for Jeopardy (and answers too!) and this would be more fun way of doing that!
  3. NETS-T

i.      Facilitate and inspire student learning and creativity

  1. Promote, support and model creative and innovative thinking and inventiveness
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

ii.      Model digital age work and learning

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
  3. Model and facilitate effect use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning

iii.      Engage in professional growth and leadership

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning

iv.      Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community

  1. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Contribute to project teams to produce original works or solve problems

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

4. Fraction game/lesson

  1. Link: http://exchange.smarttech.com/details.html?id=2663f58a-c26b-4714-b9e2-a381ec53fd18
  2. Great visuals in this lesson/game about fractions in everyday life. One thing that I see kids struggle with is relating math on the paper and in their textbook to the world around us. Sometimes it’s difficult to see how it all works together. This does a good job of connecting math and world.
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

5. Place Value game/lesson

  1. Link: http://exchange.smarttech.com/details.html?id=4e1166b5-4b9c-4b21-b8aa-0b7df795bda0
  2. I keep calling these Smart board lessons and games, I can’t really decide which one it is: a game or a lesson. If I can’t decide, the kids won’t be able to either, so it’s a good thing! This particular game/lesson is an interactive way of teaching place value, expanded form, etc… Using this medium to teach these concepts will save a ton of time and resources in the classroom. For example, one part of the game/lesson is to move the place value word under the highlighted place. I do this in my classroom but with paper and it takes forever to make and use with the kids. This is a great technique to use! There are also many possibilities and opportunities for observational learning- it isn’t just the one kid moving the place value word that is learning, it’s everyone around her that is guessing and checking themselves!
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

6. Equivalent Fractions

  1. Link: http://exchange.smarttech.com/details.html?id=d3a927cc-4b1d-401b-ac94-be42495bfbab
  2. I love this lesson/game!! I use a lot of manipulatives and games to teach the equivalent fractions concept! Managing the manipulatives is difficult for some kids, either due to small motor skill deficiencies or attention or both. This game is a great way to combine the use of manipulatives and solving the problems with ‘paper and pencil’ as well.
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

7. Fractions

  1. Link: http://exchange.smarttech.com/details.html?id=26428eb7-57b5-4353-a0bf-b637b6a9a20e
  2. I would probably use this as a great warm-up at the start of class. It’s interactive and covers a lot of fraction concepts in fun ways. Word problems and other various types of problems are used, which is terrific!
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems
  2. Transfer current knowledge to learning of new technologies

 

8.  Smart board lesson resource through Scholastic

  1. Link: http://www.scholastic.com/smarttech/teachers.htm
  2. I love Scholastic, as most teachers do! They have a very user friendly student/parent website, terrific classroom magazines and a wonderful site of resources for teachers as well.
  3. NETS-T

i.      Facilitate and inspire student learning and creativity

  1. Promote, support and model creative and innovative thinking and inventiveness
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

ii.      Model digital age work and learning

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
  3. Model and facilitate effect use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning

iii.      Engage in professional growth and leadership

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning

iv.      Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community

 

9. Understanding Greek/Latin Roots

  1. Link: http://exchange.smarttech.com/details.html?id=03d39e36-60ec-45bf-9ec8-f6d224c39bcf
  2. Personally, I don’t believe in the efficacy of spelling programs. I have experienced enough and seen enough research to show that good spellers do well in spelling programs and bad spellers don’t. I emphasize vocabulary, etymology of words and Greek/Latin roots in lieu of a spelling program. This lesson/game is great for further explaining why we need to learn about root words and how they play a part in everyday life.
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems

v.      Transfer current knowledge to learning of new technologies

 

10. Greek/Latin roots- intro and lesson

  1. Link: http://exchange.smarttech.com/details.html?id=7243391d-fca1-491e-8364-89aa0f7dd2a5
  2. This game/lesson does a great job of explaining the background of how language began and where English came from. This is very important for kids to know, that language is dynamic and evolving and that we must learn where we have come from to know where we are going. I also like the way that the root word and other parts of the word can be joined up in the middle to make new and familiar words.
  3. NETS-S

i.      Creativity and innovation

  1. Use models and simulations to explore complex systems and issues
  2. Apply existing knowledge to generate new ideas, products or processes

ii.      Communication and collaboration

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media

iii.      Critical thinking, problem solving, and decision making

  1. Plan and manage activities to develop a solution or complete a project
  2. Identify and define authentic problems and significant questions for investigation
  3. Collect and analyze data to identify solutions and/or informed decisions
  4. Use multiple processes and diverse perspectives to explore alternative solutions

iv.      Technology operations and concepts

  1. Understand and use technology systems

v.      Transfer current knowledge to learning of new technologies

 

 

 

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Article Review- Smart boards and learning

Week 6 Article Review, Topic B

11/5/12

Topic/media: Smart boards

Age group/learners: K-5

Bibliography: Mechling, L. C., Gast, D. L., & Krupa, K. (2007). Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning. Journal Of Autism & Developmental Disorders, 37(10), 1869-1882. doi:10.1007/s10803-007-0361-9

 

This article evaluated the learning taking place when using a smart board to teach early reading strategies to students with moderate intellectual disabilities . As discussed in the article, computer-assisted instruction has been used with students with disabilities for the last forty or so years. It has been proven to engage the students on more profound levels (Mechling, et al. 2007, p. 1870). Until recently, computer-assisted learning has been limited to individuals working one at a time. With Smart boards, these interactions are expanded to be able to include small groups of students.

In my experience, I also enjoy that students are not just seated during the lesson but can be more physically active.

In this study, students were grouped together and selected for participation based on common IEP goals of recognizing sight words, matching pictures and other similar reading goals. These students were in their upper teens/early twenties and had IQs in the low 50s.

After working with the students on multiple school days to read sight words and match pictures to such words, the students were very successful. While previous research has shown that computer-assisted technology is quite beneficial for students with disabilities,  “this study is the

first to demonstrate its use as a tool to teach multiple students at one time and investigate its effects on observational learning,”  (Mechling, et al. 2007, p. 1879).

 

The study found that there was a great deal of learning that took place, for a variety of reasons. First, students were in a small group of similar abilities and got to observe each other’s’ lessons, thereby increasing the amount of time spent learning. They not only learned their words, but learned each other’s words as well. Also, the large interactive touch screen of the smart board helped these students engage and cooperate together within the context of the lesson. The images were larger and also increased attention and interest in the task (Mechling, et al. 2007, p. 1878).

 

These results were surprisingly successful to me, although they shouldn’t have been. Since I’m a classroom teacher, not a specialist, I am teaching a whole group instead of small groups. I break up into small groups, but don’t usually use the smart board for those so as not to distract the other students. However, based on the findings of this study, the smart board lesson isn’t distracting them; it’s drawing their attention and increasing learning. All good things! Now, my class and even my small groups, will be larger than three students, but I can see the same results in a typical small group size of 5-8 kids.

 

As a teaching team, we applied this theory of observational learning exemplified in this study to the construct of our math groupings. Previously, we ability-grouped kids for math by grade level. (We teach blended classes in LO, so each class except for K and 5 have two grades in each classroom.) A few years ago, we decided to make equal groupings for each grade level class. I really liked this model because students got to witness varied thinking and problem solving strategies. This really helped the challenged students be exposed to many opportunities for observational learning.

 

Students will meet NETS-S standards in lessons with smart boards. Specifically, they will use models and simulations using the interactive board to explore complex systems and issues. Students will interact and collaborate with peers, communicate information and ideas effectively and contribute to project teams. Simply by using the smart board and it’s software/activities, the kids will be demonstrating a sound understanding of technology concepts, systems and operations.

 

I enjoyed the topic of this study and was intrigued by the results!

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