Interactive Digital Prezi for iPad Usage

Please select the "Full Screen" viewing option while watching!

Interactive Digital Prezi for Education 311 - iPads on Prezi

Technology Reflection: Instructional Use of SmartBoards

Description/Experience
Mr. Graham came into last Friday’s technology seminar to gives us a demonstration on using interactive whiteboards, or SmartBoards, in the classroom. SmartBoards are a really unique and interactive tool that teachers all over the country are using to make their instruction more interesting. SmartBoards can be used simply as a whiteboard, or they can be used to play interactive educational games. Mr. Graham also mentioned that many teachers have Mobi Boards, which are little white boards that teachers and students can carry around and write on. Whatever you write on the little board shows up on the large SmartBoard in front of the room. The Mobi Boards are really neat, but Mr. Graham noted that they come with a high level of frustration because you cannot see what you are writing. Nonetheless, both teachers and students can use the SmartBoard and its accompanying technology in a wide variety of ways.

Application
All semester long, I have been working with 4^th graders who are in the advanced section of 4^th grade math and are, therefore, studying the 5^th grade math curriculum. Recently, my mentor teacher presented a lesson on the census, what it is, and why we have it. As a follow-up project, the 4^th graders came up with questions and conducted their own 4^th grade census. For this project, they distributed the census forms to the rest of the 4^th grade students, collected the data, and compiled the results. When the results were assembled, the students expressed them in fractions, decimals, and percents. This served as an excellent way to practice conversions between fractions, decimals, and percents.

Mr. Graham introduced us to a website called the National Library of Virtual Manipulatives that can be used with SmartBoard technology. Here is the link: http://nlvm.usu.edu/en/nav/vlibrary.html. This website is well-organized and easy to use, and contains a wide variety of math manipulatives for grades Pre-K through 12. Under the “Data Analysis and Probability” section for grades 3-5, I found an excellent bar chart manipulative application that I think would be great for the students to use to compile their data and look at it in a variety of ways. Here is the link: http://nlvm.usu.edu/en/nav/frames_asid_323_g_2_t_5.html?from=category_g_2_t_5.html. Even though it is important for students to be able to convert decimals, fractions, and percents with pencil and paper, the bar chart application would serve as a wonderful way for students to see a visual representation of their data. It would also allow them to check their work.

Timeline of Events:

• After all of the 4^th grade census data is compiled, students look closely at their results. The results are put in the form of decimals, fractions, and percents and students should have a clear understanding of how to convert back and forth between these three forms.
•  The teacher then pulls up the 3^rd through 5^th grade Bar Chart application on the National Library of Virtual Manipulatives website.
• The Bar Chart allows you to do one element at a time. Students could begin with something like “Number of Siblings” and then move on to other things.

• Let’s stick with “Number of Siblings” as our example. Students would put this as their title. Then, based on their data, they would label their axes. By simply touching the SmartBoard, students can select different areas to label. When everything is labeled and ready to do, students can then chart their data. Each bar has a different color, making the chart very easy to read.
• Once all of the data is compiled on the graph, there are two more things that the students can do. Below the chart, there is an option called “Totals”. When you click on this bubble, each bar is labeled with the total number of units in it. This allows students to make sure they entered all of their data correctly.
• Beside the “Totals” bubble, there is another option bubble labeled “Percentages”. When you click on this data, it gives you the percentage that goes along with each variable. This, too, would allow students to check their percentages and visually see their data in front of them.

Reflection
Pedagogical-Content
The point of the census lesson was not only to understand why we use the census in the United States but also for the students to make their own census and use the data to understand conversion between fractions, decimals, and percents. Putting all of the technology aside, it is important that students are able to do these conversions accurately without the use of calculators or bar charts. When teaching this concept, I think it is important as a teacher to do several examples and practice problems on the board with the whole class. Using our “Number of Siblings” example, let’s say that there are 100 total students in the 4^th grade. 35 of these students have two siblings.

First, the teacher could show the number in fraction form. This should be easy for students to comprehend because the fraction bar between the numerator and denominator can also be refered to as “out of”. So, since 35 out of 100 students have two siblings, we could write it as 35/100. Next, students can take what they already know about decimals and place values to determine what they think the appropriate decimal value would be. Since there are 35 parts of 100 here, we know that we have 35 hundredths, or 0.35. To convert a decimal to a percent, the last thing that needs to be done is to move the decimal point two places to the right, giving us 35%. It is also easy to remember that percents are defined as out of 100, so if we have 35/100 we can determine that this, too, is 35%. Students need to be able to do this on their own with different values before they use the technology I discussed earlier.

Technological-Pedagogical
SmartBoard technology would be used in this lesson to help students compile their data and give them a visual representation of fractions, decimals, and percents. Students must be careful that all data is entered in correctly. I think the best way to go about using the Bar Chart manipulative would be to divide students into groups and give each group a different variable that they are going to chart. One at a time, the groups would come up, give their chart a title, label their axes, and chart the data. Then, they could explain their data values to the class. Dividing students into groups allows for better classroom management during this activity. If students were not divided into groups, I feel like the activity would be more chaotic because nobody would be assigned a specific task.

Technological-Pedagogical-Content
This technology allows students to create their own visual representations of the data they collected. After the skill of converting between fractions, decimals, and percents is mastered, students can also use this technology to check their work and display their findings in front of the rest of the class. Many students are visual learners, and there is a good chance that they will be able to understand their data better when they see it in a visual form. This activity will also provide students with better insight as to how a SmartBoard works. Getting up in front of the board, touching and typing on the screen, and plotting data that was is completely different from coloring a bar chart on a worksheet. However, I feel like students would like to use the SmartBoard to chart their data because it is big, bright, colorful, and most importantly – something different. The “Data Analysis and Probability” section also allows you to create pie charts. Students could also practice representing their data this way, as it gives students an accurate visualization of parts making up a whole. Without the use of this instructional technology, students would still be sitting in their seats using colored pencils and paper to make bar charts. 

Technology Reflection: Instructional Use of the iPad

Description/Experience

In Education 311 on Friday, October 21st, Mrs. Galinda from West Milford Elementary School came in to give us a seminar on integrating iPads into classroom instruction. She explained that her school received a grant from Apple and that each class has two iPads for student use. She, herself, is an avid iPad user as well. The students each get 15 minutes per week to use the iPad. Mrs. Galinda said that iPads are an excellent resource to enhance learning. She uses them as a fun way to help students reinforce their skills. During the seminar, Mrs. Galinda gave us two really helpful handouts regarding iPad use in the classroom. The first one was a two-sided piece of paper with an extensive list of classroom-friendly applications (or apps). She included apps that were useful in Reading/Language Arts, Social Studies, Science, Word Processing, Math, and Art. She also gave us a rubric that her school uses to help determine the quality of an app. This helps them separate the appropriate and beneficial apps from the ones that should not be used in the classroom. Overall, I really enjoyed the seminar on iPads. They seem like they are an excellent way to implement self-directed, student-centered learning. I am getting an iPad for Christmas this year and I cannot wait to see how it will help me out as a teacher!

Application

If my PDS had iPads like West Milford Elementary does, there is no doubt in my mind that they would be used in a variety of different ways. This semester, I am working with a 4^th grade class. Every week while I am there, we do math stations. The stations include: work with the teacher or me, independent work, math games, and fact fluency (which includes games on the computer). Instead of using the computers for fact fluency practice, I think the iPads would provide an excellent way for students to practice their math facts. Mrs. Galinda introduced us to an app called “Math Board”, where the iPad turns into a chalkboard and the student is prompted with problems that he or she must work out. The problems are provided in the form of a quiz and can be created by the teacher. By dragging a finger along the surface of the screen, the student can “write” on the chalkboard and solve the problem. Once they work the problem out, there is a list of answers to choose from. The app has the ability to record how many problems the student completed correctly.

I think the Math Board App would be a perfect way to practice for standardized tests. The teacher can create a quiz that covers a variety of content from the year and different quizzes can be given for a few weeks before the test. When all the quizzes are completed, the students should have had a thorough review of all of the topics covered during the year. Here is a picture of the Math Board App:

Since this app allows the teacher to see the number of problems that each student got correct, it would be easy to track student progress. Also, the teacher could look closely at which problems a lot of students missed. The results could tell her which concepts she needs to review with the class as a whole before the test.

When using this iPads in the classroom, it would be important to first give the students a tutorial on proper iPad usage and how the app works before letting them use this technology in their stations. iPads are very expensive pieces of equipment and should be treated with care. The teacher should have a set list of rules that go along with using the iPads so students know precisely what is and is not allowed while using them.

Once the students are ready to use the iPads in their stations, the fact fluency station will include both iPads and computers. Since stations are usually 20 minutes and there would most likely only be a few iPads in the classroom, each group should be split in half. One half would work with the iPads and take the Math Board quiz while the other half uses the computers to play other fact fluency games. After the 10 minutes, the groups would switch. This would allow all students a chance to work on the iPads. 

Reflection

This technology would undeniably be an excellent way to incorporate 21^st Century learning strategies into the classroom. I think they would be especially effective when used in a math station setting like we use in the 4^th grade room that I am in. One of the main points of stations is to provide a variety of fun ways for students to practice their math facts. The other main point is for the students to be busy and occupied so that the students that need extra help can have some small group tutoring time with either my mentor teacher or me. Once the students learn how to use the iPad in an appropriate and effective manner, I think it will fully occupy the students’ attention and time while the teacher is not instructing the class. Using the Math Board app will also allow the students to familiarize themselves with and practice different math concepts.

Student should not be given iPads to practice and review concepts until the topics have been covered by the teacher. One of the main points that Mrs. Galinda expressed was that iPads should never, ever replace the teacher. Instead, iPads should be used as a resource to supplement and enhance learning. Math Board in particular has the potential to enhance student learning because it can cover so many different topics. It also encourages and allows students to show their work.  In general, Math Board provides a fun, unique way for students to do things they would normally do with pencil and paper. I think the students would LOVE doing math on the iPad.

Pedagogy-Content

To represent the content in this lesson, all the teacher would have to do is create a quiz that included math problems that reflect the content learned over the entire year. For example, there could be questions on rounding, multi-digit multiplication, multiplying decimals, estimation, etc. As I said before, though, it is important that the students already have somewhat of a grasp on this content, as the Math Board quizzes should solely be used as a review. Students should also realize that using the iPads is a privilege and that with privilege comes responsibility. For that reason, there should be strict guidelines for iPad usage. Fun technology like this has the potential to be really distracting for kids. However, when used correctly, the iPads can definitely enhance student learning.

Technology-Pedagogy

In this activity, iPads with the Math Board app would be used as a math station. The main purpose of the station would be for students to review concepts that will be on the standardized test at the end of the year. Math stations allow the teacher and I to work in small groups with students that need extra help while the other students practice their math skills.

Technology-Content

Using this technology would bring excitement to the task of reviewing math content. How often do we typically get to review using a fun, new technology? I think the students would enjoy using the iPads simply because it is something novel and exciting. Review is typically given in the form of a practice test or a chapter review in the textbook. Going over and grading the reviews takes time. On the other hand, the Math Board app for iPad gives instant feedback. Not only does instant feedback help the teacher see what needs to be reviewed, but it is also a proven motivational technique. Overall, I feel like using the iPad in this situation would be a win-win situation.

Technology-Pedagogy-Content

Integrating the iPad into classroom activities has the potential to effectively help students practice a wide variety of different skills. The Math Board app provides students with a different, exciting way to practice their math facts. Students love to do things that are fun and out of the ordinary, and they really love technology! Although the iPad would not and should not never be used to replace a teacher, it is a great technology to use once content has been taught. Also, there are so many different iPad apps that there is no doubt in my mind that students who have all different learning styles and abilities can benefit from at least one of them. Overall, I think the iPad is an excellent way for students to practice and interact with content they learn in class – and they are so much fun!

Technology Reflection: Instructional Use of Edmodo

Description/Experience

In the last technology seminar meeting, Ms. Yuhase from Clay Batelle High School came in to give us a tutorial on an educational social networking site called Edmodo. I was already pretty familiar with Edmodo because the Teacher Education Coordinator from my PDS, Mrs. VanHorn, had all of the members of my cohort create an account. We use Edmodo to ask questions, share information, and stay in touch with one another. Edmodo is basically Facebook for the classroom. It is set up in a very similar layout and is very easy to use. Teachers can use Edmodo to communicate with their students, post assignments, and provide students with immediate feedback. Students can ask the teacher questions, ask each other questions, and turn in assignments on the site. Since social networking is so popular these days, Edmodo provides a neat way for students to interact with one another and use technology in an educational way.

Application

I think this technology could be applied to an assignment that my mentor teacher and her 4^th grade students are currently working on in Language Arts. The students are learning how to write a standard five paragraph essay, and the class was assigned to write their essay about spiders. In the classroom, the students have a large stack of spider books they can use to gather information. They are also allowed to use different safe online sites. If the class were to have an Edmodo account, I think they could use it to share interesting facts that they are learning about spiders with one another. For instance, the teacher can post a question like “What interesting facts that you have learned about spiders would you like to share with the class? Please share at least two.” For homework (or during extra time in class), the students can respond to the post with their two facts and then read the responses of their classmates. This could give students more information to add to their essays.  The teacher could also post website links that would be beneficial for the students to explore and post the graphic organizer that the students first worked through when learning how to write an essay.

 

Reflection

Pedagogy-Content:

• In order to make the content comprehensible to students, it is important that the students first have a thorough understanding of how to navigate the Edmodo site. Then, the site can be used to share ideas and questions, post website links, and post pictures. When sharing ideas, students will bring with them their ideas for their spider essay and their two interesting facts about spiders that they did not know before. Then, the students will become the teachers as they share their spider facts with their classmates.

Technology:

• According to the Edmodo website, “Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner.” After exploring the site thoroughly, I personally think it is very easy to use for both the teacher and the student. It has a very simple layout and is easy to navigate. Parents can also have access to the site, which can increase parental involvement in their child’s education. In this day and age, technology is a huge part of everyone’s life, and Edmodo provides a great way to integrate popular technology into an educational setting.

Technology-Pedagogy:

• Using this technology can allow students to respond to a question presented by the teacher and then read the responses of their fellow classmates. With this particular activity, learning occurs in a variety of ways. First, the teacher must instruct the students on how to write an effective essay and then how to use the Edmodo website. Then, the students are responsible in finding their own information about spiders and planning for their essay. After that, students post their interesting facts and learn about spiders from each other.
• When it comes to classroom management, the teacher must consider how well students work on computers. A lot of times, students are easily distracted when they get on the computer and immediately want to play games instead of doing what they are supposed to. In order for the activity to be effective, students must focus in solely on Edmodo.

Technology-Content:

• Using this technology can allow the teacher and students to share information about spiders. The class page on Edmodo could also be used to post links to useful spider websites, which will enable student discovery and research. The class page could even be used to share neat pictures of different types of spiders from around the world.

Technology-Pedagogy-Content:

• Through the use of this technology, students could get extra insight into the content of their essay (spiders) by reading the responses of their classmates. They could also use Edmodo to access useful spider websites and refer to the graphic organizer they use to outline their essays. This technology also provides students with a variety of instructional strategies – direct instruction (from the teacher), individual inquiry and discovery (through research), and learning from peers (in the responses). 

Hello!

It was nice getting to meet you on last week! See you on Wednesday!