Classroom Response Systems: Prezi

Technology Prezi on Prezi

Technology Reflection: Instructional Use of SMART boards

Technology Reflection Assignment

Description/Experience
During seminar, Mark from Kingwood Elementary School came and demonstrated the use of the interactive SMART board. Mark has been a teacher for thirty years and a technology integration specialist for four of those years. He introduced the SMART board and explained that a lot of the information and lessons that are currently available are geared towards elementary education. He was very open not only about the pros of the SMART board, but also the difficulties such as the shadows that could be cast on the board,  the movie board that could short out, and the inability of the movie board to keep charge. The SMART board has various uses, ranging from giving information, bringing up an interactive website to the class, and utilizing the Smart notebook software. The demonstration gave us many examples such as sketching symmetry, crayon physics, and banana hunt. We were allowed to go to “portaportal” where there were many activities set up for our use and exploration. Mark was avid that teachers must be cautious about what activities to use and the specificity if it is what teachers intend to teach. There are many perks to using SMART boards, with brainstorming, facilitating class discussion, drill and practice programs, and small group presentations.

Application

• Learners: My learners are those who are in the third to fourth grade age. Typically at this age, students are learning about their environment, and the importance of diversity in plants and animals. Younger students may not understand how to classify the animals and plants or practice critical thinking skills, and older students may find the interaction boring.
• Learning outcomes: At the end of this activity, the students will be able to identify the importance of protecting an endangered species habitat. The students will be able to make a decision on how to balance the needs of the indigenous people and the protection of the plants and animals. The student will understand how to interpret bar graphs and field notes in order to make an informed decision.  
• Assessment: I would know that the activity is effective because the interactive simulation keeps tabs on the decisions that are being made for the fictional rain forest. If the students understand the statistics and field observations that are being shown to them, the students will understand that the goal is to try to balance out the needs of endangered plant and animal protection and well-being of indigenous people. The game will save information on classification and correct and incorrect answers, so teachers can see if the students are able to successfully compare and classify information.

• The lesson would begin discussing the idea of habitats. This topic would have been studied in a textbook or introduced in lecture beforehand. The students explain what they remember about the importance of habitats and protection of animal and plants. The teacher would explain that today we will be observationists and help make decisions about conserving land for endangered plants and animals.
• The students would get in groups of five or six, each with their own interactive SMART board, where they would pull up Habitat Adventure: Panda Challenge.
• The students would then play through the interactive game for fifteen minutes with a tour guide taking the students through the fictional rain forest. The students will look through binoculars to explore animals, take samples and classify plants, and talk to local natives about their livelihood.
• As the students work through the rain forest, they will have the ultimate decision of either making the land reserve areas or not. These decisions will be discussed in the group and ultimately decided upon. Each student will take turns touching the screen to represent the choice decided by the group.
• For the last five minutes, students will be given a prompt asking them to discuss in a short essay the importance of preserving habitats and what challenges conservationists face while trying to preserve habitats. The students will then give their opinion of whether their group course of action would be one that they agree or disagree with.
• The teacher could then wrap up the lesson asking for volunteers or calling on groups to show their graphs of the choices they made during the game and why they made those choices.

Reflection

I believe, through using this technology, it creates a more cooperative environment for learners. Instead of using it for pure lecture, interactive sites are now available to not only motivate learners, but also to encourage discovery learning. This site allows for students to explore the habitat and make their own decisions. Not only that, it allows consequences to be observed. For example, if you choose to make an area a protected site, the indigenous people will say they will starve because they cannot make a living. This allows students to see both sides of the issue in the real-life context that conservationists face every day in their field. When the newness of SMART boards wears down, it will still be interactive for students because it places them in a simulation situation where they can see the real-life application.  

If this technology is used effectively, it can allow students to have a greater understanding than what is available in the textbooks. By differing the learning styles and tailoring them to students, such as being interactive and in groups to facilitate discussion, it can allow students to gain greater perspective. Textbooks often only allow students to see one side of the topic, the pros of conservation, but do not allow students to physically make fictional decisions. By giving the students an outlet through the SMART board to be hands on, it can increase retention and allow students to better understand the content applications. Not only do SMART boards allow for greater access to materials that stimulate learners, but it encourages cooperation and the sharing of ideas.  

--Pedagogy-Content:

In order to represent the content and make it more comprehensible to students, I would primarily use exploration and demonstrations given by the interactive sites. I would allow students to delve into their own learning through groups through the SMART board. This lesson would demonstrate the importance to conservation through observations and explanations of the tour guide. It would use statistics to allow students to make informed decisions. The graphs and pictures would serve as examples and proof that could back up what the students are trying to decide upon. Through the interactive, cartoon nature of the site, it would be relatable to students and they could easily configure their way around the site using the touch screen.

As with much of technology, younger students would be less familiar with the technology being used and may not understand how to operate SMART board as well as older students. Some younger students may be prone to be rougher with the board, so proper instruction on how to use it would be necessary. Some students that do not have access to computers, particularly from lower socioeconomic status backgrounds, may be discouraged and have a misconception that technology is not helpful, but rather confusing. This can be true considering this technology is rather new, and students would not typically have access to a SMART board at home to practice on, so the technology will be new to them. I feel the newness would motivate students, but it would eventually wear off with regular use. In this case, teachers must find new ways to use the board that are interesting and that can engage students.

--Technology-Pedagogy:

The technology would be used in my activity to allow students to be in groups and allow each student to see what the other students are experiencing without taking turns to share a single computer. In my activity, students will be focused on basing their information that they learned in the textbook to real life application. This shows the deepest understanding because it is not just superficial identification, but rather requires problem solving skills that the technology projects. The SMART board allows more than one student to be interactive and informed of what is being shown on the screen as they are guided through the China rain forest.

This technology would change the way I teach this activity because instead of the teacher trying to begin a discussion or have students go through a small group discussion, the students can work through an application in order to help the discussion along. The SMART board interactive site probes students and asks them to evaluate why they are doing what they are doing. Before this, students may not see how their actions are impacting the situation. Because of this, the students can make more informed decisions and facilitate a stronger discussion based on rationality.  Since the simulation allows students to benefit by observing the environment, interacting with indigenous people, and collecting data in the form of graphs, the students can understand the greater picture rather than just what a habitat is and the controversy that is being caused from protecting it.

I would implement effective classroom management strategies by using interactive and engaging activities and assignments in order to keep students interested in learning and on task. The Habitat Adventure game is fun and interactive and allows students to go through like a game, which will minimize any disruptions. If anything, I believe that students will be so encouraged by the SMART board that they will bicker over who will get a turn to use it. This can be alleviated through developing an order of who uses the board and how many times before trading turns.  By walking around the classroom and answering questions or probing the students through asking questions about what they are experiences, I would keep the students focused on the task rather than chattering with their neighbor about an unrelated topic.

--Technology-Content:

The way that the content is presented is much more hands on and interactive than the traditional way of reading only textbooks. The technology allows more of a visual representation of the material that students cover in textbooks, and also lets students be guided through explanations and illustrations. The guide uses phrases such as “would you change your mind if you knew…” to encourage critical thinking and representations of data using graphs encourage students to make rational decisions based on facts. Before, class discussion was bound to using the chalkboard to make notes, but now students can demonstrate why they think the way they do through visual representation on the SMART board. Now, students can be much more involved and interactive with their own learning. Without technology, it would be impossible to individualize work or motivate students to participate, where now even topics that may not be interesting to students can come alive through simulation and discovery without leaving the classroom!

Students could practice through interactive ways, not just through books and text pictures. They can touch, draw, play games, and be placed in conversations in order to gather information and apply the idea of habitats and conservation. That seems more much more exciting than sitting at the desk reading about Panda’s habitat thousands of miles away. This way, students understand all aspects of the situation, good and bad, and groups can see the leaves and animals that they are classifying. Also, instead of boring tests that teachers had to develop strategically, students now have a fun and engaging way to practice their skills that focuses on real-life application. I think that if students are more hands-on, they become more invested in their learning. The method before did not allow students to be hands-on, but instead to read only. This does not give the students the information or perspectives they need to make informed decisions and understand why it is important to them.

--Technology-Pedagogy-Content:

I think the content would be effectively taught by allowing students to apply the knowledge that they read but also letting the students be hands on with guided assistance through the operation of the SMART board. If students can touch and make decisions about what to do, they will be more invested in their learning. For this activity, the basic vocabulary such as habitat and indigenous people will have already been taught, but by using this technology, it can effectively teach students to apply their previous knowledge to new situations, in this case, solving a problem that is real in the world. You never know, maybe one day one of these students will apply the answer they thought of in your class’s small group discussion.  Isn’t that the main goal of school, to develop skills that can be used later in life?

The technology would enhance what to teach and how to teach it because it releases the “stiffness” that is typically in classrooms and allows students to be creative in their problem solving. It is very possible that students will come up with different answers, but that is okay. It can give students valuable perspectives that they can take into account and use later in life. This gives a teacher a wider range of how to teach because the teacher can see if the students understand what a habitat is and the value that each group places on it. The teacher can also see through individual essays what each person thinks, so their opinion is not lost in the group.  It enhances what to teach because before teachers were typically strained to the basic information, but through these simulation games, teachers can now guide students to make informed decisions.

I would choose teaching strategies that allowed students to be creative and interactive with the SMART board. This could be in groups, or as a class. It could be used as a class to review and drill and practice materials already learned, or it could be used to develop critical thinking skills, as our simulation game goes.  This not only allows students to focus on learning, but the teacher presents it through various learning styles such as the visual stimuli of the rain forest environment, the auditory directions and conversations that are giving many sides, and kinesthetically by allowing students to touch the screen and interact with the surroundings. There are so many applications available for the SMART board that can get rid of the humdrum use of lecture and reading. Although lectures and reading text can be effective, it is even better when students are excited about learning and want to cooperate and explain their belief and knowledge with other peers.

Technology Reflection: Instructional Use of iPads

Description/Experience:

     For this technology demonstration, Mrs. Galindo, from West Milford Elementary School in Harrison County, came to discuss the use of iPads in the classroom. She stated that she was part of a TIS (technology integrated specialist) program. One of the main focuses was that iPads did not replace teachers, but instead reinforced skills and enhanced learning. The presenter stated that she let her students, a class of about twenty, have use with the iPads at least once a week for fifteen minutes. Initially, the school just had two iPads, but now is working to obtain a drawer of them. I quickly noticed that she said she was a Title 1 school and that many other schools could not afford to have these technologies in the classroom. The iPads had so many uses that I did not even consider. Some examples that were given were games such as Scrabble, Boggle, and Chicktionary, practice through the use of digital flashcards, and even digital stories that could help struggling students. The school is currently participating in research done by WVU on whether iPad use can increase vocabulary scores. The iPads could be used individually, in pairs, or in groups due to its larger screen. Students could use the iPads as a reward, part of an activity, or even to provide extra help or tutorials to those students who are struggling.

Application 

     My learners for this activity are those who are struggling with addition and subtraction during main instructional time and need a little extra help. The learners that this activity is designed for is anywhere between second or third grade. These students are learning basic addition and subtraction, and putting basic facts together to solve more complex problems.

     At the end of this activity, students will have a greater understanding of how add and subtract basic problems in order to solve more complex problems. Students already have knowledge of basic mathematical facts, but then students will be able to combine the facts and the rules in order to successfully solve large number addition and subtraction problems. Students will practice using Math Bingo, Math Board, or another app that allows students to practice skills. The students will be able to understand how and why you add or subtract, and how you can solve simple problems in order to help solve larger math problems.  

Assessment:

     I will know that the students’ activity is effective because as they complete multiple choice questions after the tutorial, the app will record which answers the students got right and which ones the students got wrong. Not only does the app say which ones are correct or incorrect, but it also allows me to see what they did in order to get that answer through what they wrote on the tablet. If the student gets the problems correct, and their work matches the answer, then I will know they understand the concept and can move on. However, if they have mistakes on the majority of responses, the teacher can evaluate where the student went astray and make a new tutorial or assign more practice.  

     The lesson would begin with introducing to the entire class the idea of “carrying” and a review of basic addition and subtraction problems. This would only take a minute or two because at this point the students will already be acquainted with the concept of basic addition and subtraction, and have had previous knowledge of the rules in order to solve large number addition and subtraction problems. The teacher will make a specialized tutorial using an app that allows for voice recording and drawing. In particular, since each student may not all have the same problems with understanding the content; the teacher can differentiate each tutorial to match that students misunderstanding. Those few students that did not understand during instructional time can be given additional instructional time on this concept while the other students move onto a group assignment practicing general questions or centers.The student will have fifteen minutes to listen and watch their tutorial, and then go to a designated app to work on practice problems. These will be in the form of multiple-choice, but students will have to show on blank space how they came to their answer. Then, just before centers are over for the rest of the class, the teacher will walk around to those students that needed the additional instruction to check on progress. If the students seemed to understand and got most of the correct answers, then they have mastered the idea of “carrying” and using simple facts to solve a problem. If the students did not do well on the extra practice, additional tutorials can be made for another day.

           Reflection

     This technology can support my teaching strategies in this activity because iPads can focus on group work or individual work. If students have the same problem, they can work together on the drill and practice assignments, but it also allows students to work individually in order to achieve their own understanding and obtain differentiated instruction. The teacher can apply direct instruction through the use of the tutorial, but then allow students to facilitate their own learning through guided practice. Without the iPads, this would not possible, because teachers do not always have the time to go around individually and tailor to specific needs and problems during the day. Using the iPad, the teacher could record a tutorial anytime and allow the student to have it during a center time, etc.

     Using this technology allows teachers to differentiate and tailor instruction to each individual need. This can greatly enhance students’ understanding because they are not needlessly going over information that they already know, but instead are focusing on gaining strength in the places they struggle in. When students are kept engaged throughout a lesson, and then they are more likely to want to learn. Through individualization, teachers can show attention to a student without actually using up an excessive amount of class time, allow the students to learn what he/she does not understand. 

           Pedagogy-Content:

     I would represent the content for the drill and practice through demonstrations, illustrations, examples, and explanations. That is the beauty of the iPad, you can pretty much roll everything into one device. I can give my students a tutorial where I not only speak to the students, but also show the students what I am talking about through examples and pictures. For example, if I told a student to add 578+894 I could show them using counting blocks with an app, I could draw it out, or I could do it through the algorithm where I add basic facts and carry what is over ten to the next column. Whichever way I believe my students would understand the true meaning of addition or subtraction that would be the way that I could demonstrate it.

     I would have to address the misconceptions that iPads are only for play. iPads are a valuable tool that can be used in the classroom; however, they need to be taken seriously. They are expensive, so students would have to understand that they are not just something to be mistreated, but taken extreme care of for the use of everybody. I would also have to catch some students up who are not familiar with a lot of technology because of their backgrounds. I would be concerned that students assumed that just because we have technology in the classroom that students could connect to the internet, use mobile devices, or disregard the rules on use in the classroom. I believe many students would want to test the boundaries using the iPads and try to hack the system in order to get around the no e-mail or Facebook policies. Although iPads are a great tool, some of the things they are capable of doing are inappropriate for the classroom. Although I feel as if regardless of socioeconomic class, grade level, gender, or race, almost all students would be excited to work with the iPads in any form because it is something new, interactive, and game-like if appropriate levels of instruction are given on how to use them effectively.

               Technology-Pedagogy:

     The technology was used in my activity as a facilitator. The iPads were there to provide practice, but the teacher had to set up the activity. It almost serves as an extra  set of hands, allowing teachers to reach out to many students in a very short amount classroom time. In my activity, students focused on solving mathematical problems in the forms of addition and subtraction. Although this can be done with paper and pencil, it gives it a much more individualized feel when before the teacher did not have time to go around to each student and help with specifics and now teachers can record mini-lessons/reviews. It would serve mainly as a drill and practice purpose for this specific activity, although it certainly has other uses.

     This would drastically change the way I teach this activity because before I would use a smart board or dry erase board to demonstrate to the entire class how to add/subtract. If the students fell behind, I would not normally have the time to go and try to catch them back up without letting them miss more instruction. However, now I can tailor to each student and focus on their strengths and weaknesses and give them individualized instruction and feedback that was not possible before. For example, if I saw that in my whole class instruction that “Susie” understood what 9+3 was but did not know what to do with the 1 in 12, I could focus on regrouping problems and give a corresponding tutorial to explain it further. However, if “John” did not understand what 9+3 was, I would know to give him basic addition and subtraction problems. This promotes my teaching strategy that allows students to guide their own learning through practice because they will be doing the problems themselves after few directions.

     For this activity, I would need to give individual instruction and record it, but not necessarily during class time. So, this frees me up to roam around the room and keep an eye on all of the students while the select few work with the iPads. Beforehand, I would need to give direct instruction on how to treat the iPads and where to go to find what they needed. After that, I would be available to answer questions, watch all students for on-task behaviors, or just oversee for safety reasons. At the end of centers, I would be with the students checking their progress and giving feedback. At home, I would be able to look deeper into what they though and why they gave the answers they did. Luckily, using iPads for this activity requires little extra classroom management strategies outside of the ordinary. This allows me to not call out or draw attention to those who do need extra help. Regardless of how easy it is during this activity to let them just complete it, I would not just adopt a “here you go” attitude and hand the student an iPad without instructions.

            Technology-Content:

     The way that the content is presented is much more organized and efficient than the “common” way. Teachers had to use demonstrations via chalk board and assess using worksheets. Now, students can be much more involved and interactive with their own learning. Now, students can see what exactly they are doing wrong, and have a model for how to do it correctly. Without technology, it would be impossible to individualize work or motivate students to participate. Now, even defiant students want to use the iPads.

     Students could practice through interactive ways, not just through books and homework problems. They can touch, draw, play games, etc. in order to learn the content. That seems more much more exciting than sitting at the desk rote learning math facts. Also, instead of a boring worksheet that teachers had to monotonously grade, students now have a fun and engaging way to practice their skills. I think that if students are more hands-on, they become more invested in their learning. The method before did not allow students to be hands-on, but instead watch only. Now, students feel motivated and encouraged by not only their success, but by the teachers who can now give such attention. 

Technology-Pedagogy-Content:

     I think the content would be effectively taught by showing demonstrations through tutorials but also letting the students be hands-on with guided assistance and automatic feedback. If students practice the skills they are struggling in, they become stronger students, and more powerful at overcoming difficulties. Because of this, they will be more invested in their learning and more motivated to work hard. For this activity, the basics of math and carrying will have already been taught, but by using this technology, it can effectively teach students to apply their previous knowledge to new situations and practice that new information.

     The technology would enhance what to teach and how to teach it because it opens up the classroom time frame and allows students to work on material that they’re struggling with while others are in centers practicing different skills as well. This gives a teacher a wider range of how to teach because the teacher knows exactly how many students understand how to use basic facts, how to carry over, or if they completely understand. If the majority understands, the teacher knows she can move on and then allow students to practice using iPads, but if the whole class doesn’t understand, she can allow students to get in groups with the iPads to practice in class time. Because of the varying apps and uses for the iPad, the teacher can now have more options on how she wants the students to practice or relearn a concept. It enhances what to teach because students now have the ability to practice what they specifically have problems with, not just general problems that may or may not help the student understand the content. This ensures that students do not fall behind as easily, and so the teacher can keep on track for the content schedule.

     I would choose teaching strategies that allowed students to be creative and interactive with the iPad. I completely agree with many schools that internet should not be provided, but apps should be available for students to practice in a hands-on, proactive manner that relates to the subject. The teacher can differentiate instruction easier and with less noticeability. This ensures that all students receive the instruction that works best for them, whether it is auditory through listening to the tutorial, visually by watching the tutorial, or kinesthetically by working out the problems in the drill and practice app. Either way, the iPad could be used for many teaching strategies to allow students to be up moving around, cooperating in groups through problem solving, or individually working out problems through listening and visually seeing a correct model. iPads could allow for group work, individual work, or whole class instruction. There are so many ways to utilize this technology, and all of them promote learning and responsibility of the student.