Joni Wilson-Prezi

Smart Board on Prezi

"Technology Reflection: Instructional Use of SmartBoard”

Technology Reflection Assignment

Description/Experience

In my last seminar, the smartboard was presented to us and explained the best way to incorporate it into our classroom. He was able to show use different formats, activates, and games for all ages. A fellow student was able to go up and demonstrate how simple it is to use the white board and click form page to page with the electronic pen. I liked the handheld board that he used that would allow teachers to be able to walk around the classroom while still writing on the board. After the presentation concluded, we were able to go on and explore some different activities on a website he provided. This allowed us to look at activities that applied to our specific content area and we were able to explore fun games and activities while learning how to use the smartboard. My table did an activity practicing shapes. We had to learn the different ways to manipulate the shapes in the activity.

Application
In my PDS, they are working on shapes. They are learning the names of shapes, number of sides, number of corners, and how they can be arranged to make other shapes. The activity supplies a picture and you have to fit shapes together to fill the picture perfectly. I thought the activity we did with manipulating the shapes would work wonderful in my first grade classroom. I think this would be a great activity to do during station time, where 2-3 students can work at the smart board at one time. They can help each other and learn together.

• Learners: First graders would gain the most from this exercise. This activity would be set for a younger elementary based class that is being introduced to shapes or this could be a great practice review activity before a test or standardized testing in the spring.
• Learning outcomes: Through this activity, students will become more comfortable with shapes, be able to recognize them, and manipulate them. While being able to explore them on the board, they will easily be able to understand them on a worksheet or test. At the end of this activity, students will more easily recognize that a triangle has 3 sides and 6 triangles will make a hexagon. They will not necessarily memorize this information, but become more comfortable with findings answers such as those.
• Assessment: You could determine whether you activity is effective by administering a worksheet or test. Also, if time allows, observing students during this activity will give a teacher an idea of how effective it might be. With many activities dealing with the Smart board and other technologies, observation is the best way to understand your students.

Lesson Procedure

• First, the class should be introduced to the Smart board. A teacher should already have the activity up on the screen and just show them how to use the pen to manipulate the shapes. Also, show the different areas of the screen they can click on to get new pictures or shapes.
• Next the class will divide up into their stations. As mentioned before, this activity will be best with only 3 students, because the area around the board will get too crowded and students will not have a turn to work with the shapes.
• Student should be given approximately 15 minutes at the station. That gives 5 minutes to each student individual; however, most students will tend to work together. If they get stumped on a particular shape, one of their peers can offer their perspective to help them out and solve the puzzle.
• A teacher should also be observing her class, but it is a good idea to make sure every student is having a fair chance at using the Smart board and not struggling through the activity. If they are, it is the teachers responsibility to go over and help them through it. The idea of stations is for students to work independently, but sometimes, especially with technology, students need some help.
• After 15 minutes, switch and let new students take a turn!

Reflection
            The use of the smart board is to provide supplemental material to a lesson. A teacher will explain the shapes, using examples and drawings. This will be used as a form of practice. The students can do practices like this at their desk individually with physical shape blocks. However, this technology is a great way for students to get instant feedback on their performance so they know they are connecting the shapes correctly. Teaching strategies are so important when learning math concepts and they need to be taught in detail so students feel comfortable completing such assignments on the Smart board. As mentioned before, this activity will be used as a drill-and-practice method to teaching and understanding shapes.

This type of technology will enhance student’s understanding of shapes because they will be practice using them where they have control. The students have complete control over where they place each shape or which shape they will try to use. This can help their understanding and learning as they become comfortable with each shape they create. The Smart board puts a fun twist on the idea of practicing shapes and can really help the student have a better understanding of each shape and how to manipulate it.

--Pedagogical-Content:

• The activity uses drill-and-practice, illustrations, self-guided learning, and group work.  I think all of these are very important when learning new concepts. The students can learn from one another, look at pictures as examples, and explore their own thoughts so they have a better understanding. They can move different triangles around or try to make a square fit inside a hexagon. With self-guided learning, students can become more comfortable with whatever concept they are learning, in this case shapes.  I think that between practice working with shapes, working in peers, and exploring topics as individuals, students have a much greater chance of understanding the concept better because they are able to develop that understanding at their own rate, in their own way. By doing this activity during stations, there is no time limit on when they have to be done. They just explore shapes on the Smart board to develop a better understanding.

• When concerning dealing with shapes, many students probably believe they know everything there is to know. That is not true at all because even as adults, you never stop learning. For example, the average person probably does not know that 6 triangles make up a hexagon. If students can understand complicated problems such as those, then taking a test on shapes should be no problem. It is best, as a teacher, to ask challenging questions such as those, to make sure students stay interested and have motivation to learn about and practice shapes. I would not be concerned with student’s prior knowledge because it can help them advance their understanding of shapes.

--Technological-Pedagogical:

• The main instructional strategy this technology would serve would be practice. The Smartboard can supply a great way for students to practice using their shapes, where they can develop a more clear understanding. The only difference in teaching is I would make sure I would explain everything thoroughly and not give much time for exploration. This activity provides that aspect. A teacher needs to make sure that their student understands the concept of putting shapes together to form other shapes. That way the student can get the maximum amount of knowledge out of this activity.
• In my classroom, I would do this activity during a station time when every student is independently working on a different activity. As a teacher, they would be responsible for making sure everyone is on task and actively participating in what they need to. For this activity, most students should be able to work independently and  a teacher just needs to do some checking to make sure everyone is staying on task. Station time is less structured in terms of the whole-class being together and gives students time to practice concepts for math, reading, or writing.

--Technological Pedagogical Content:

• This technology does a great way of providing students with pictures, analogies, and demonstrations. For example, they can provide comparing techniques for shapes and real life objects, like a Smart board is in the shape of a square. This can help students develop a better understanding of each shape. The activity also provides pictures and demonstrations for putting different shapes together to form a new shape. For example, they Smart board can give an outline of a common object like dog, and a student would have to manipulate shapes to fit the picture and outline. This allows them to develop good “guess and check’ skills. This technology gives students a great way to develop their own unique understanding through working with the shapes and pictures.
• Without the use of the Smartboard, students would not be as motivated to practice their shapes. Students get much more excited about math and other subjects when they get to move around out of their seat and work with technology or a hands-on activity. This allows them to learn at their own pace, that a general classroom setting with a worksheet and pencil would not allow. Also, with this technology, students can go beyond just the concepts learned in the classroom but this allows them to develop more complex thoughts and a deeper understanding. For example, they might create an imaginary building or figure easily while using the Smartboard shapes that they would not be able to do without it. The Smart board is such a great tool that allows students to gain a great understanding of shapes.

Technology Reflection: Instructional Use of the Ipad

Technology Reflection Assignment

Description/Experience
In the last seminar, we explored the ipad and how it can have many uses in today’s elementary classrooms. We discussed different ways that the school went about to get the ipad, what they use them for, they goals with the ipad, and the different applications that each grade uses in their classroom. This demonstration really opened my eyes about the variety of technology that can and should be used in a classroom. If students learn easier using technology, then it should be used. A question that was brought up was whether or not the ipad should be given as an award for good behavior or given to everyone. In my PDS classroom, the ipad is used as an everyday station. The students really enjoy it and look forward to using the ipad. I think if you limit the use to only students who are not paying attention in class or having good behavior, then not everyone will have an equal opportunity to use it. With something as special and unique as an ipad, I think every student should have an equal chance to experience it and learn from it.

Application

I really liked the application called Math board. This can give students extra practice in math and can be helpful to prepare for standardized testing or just give extra help in the class. This activity would take place during station time, where students take turns using the ipad for math practice. For my particular PDS, they can work on adding doubles (4+4, 7+7) so this could give them extra practice on that subject.

This activity would be geared toward a first grade math class, or even an advance kindergarten or struggling second grade class, basically any age group that needs to practice basic addition. By the end of this activity, students will be much more comfortable with adding their doubles. This is a very important concept that students need a solid foundation in to be able to move on to higher math topics. This will give students the practice they need and will help them to eventually memorize these math problems, so they can easily come up with them quickly. The ipad will save scores and show the scratch work that the students did, whether they drew a picture or rewrote the problem. A teacher can go back and look at their students past work to see where they were excelling and where they were having problems. If the students are grasping the topic, doing well on tests, and starting to memorize their double addition problems, I would know that the activity is effective.

Before the students divide up into their different stations, the teacher should go over the application on the ipad. She can show where the app is located and exactly how to locate the activity and where to sign in. From there, the teacher can do an example problem, showing how to work the “scratch paper” and submit an answer. Part of this experience is getting the student to become comfortable with this new technology as well as understand the math concept. The student should trade off with their partner every two or so problems. They can help each other solve the problems but both get the experience of using the ipad and submitting the answer. The students should continue to do practice problems until it is time to switch stations. After the teacher notifies them to change, the students should log out of the app, so the new student can find it on the homepage and sign in using their name so the scores do not get confused. This activity should easily keep two students focused during the entire time they are at that station.

Reflection

--Pedagogy-Content:

For the most part, students will already understand the content that the application is covering. They have recently gone over this concept in class and have already done a few exercises to practice it. This application will be used more as a practice tool, and students will probably need to be explained to about how to look at the same problem on the ipad and see it the same way that it is shown on the board. The biggest concept that will need explaining is how to fill in the answer and submit it. By going over this a few times, students will catch on quickly.  Most students will concentrate more on using the ipad and less on the concept of math they are practicing. If students have used the ipad in different classes or at home, they might have some pre-conceptions that they can use it more accurately, which has nothing to do with understanding the math concept. I would be concerned with students who did not work with ipads before and if they would just starting opening random apps, only be motivated to play on the ipad and not learn, or if they would not physically handle the technology with the proper care and usage. For example, if they would drop it on the ground, step on it, or throw it in anger. Students need to realize that this is a very expensive piece of equipment that can bring a lot of fun to the classroom. 

--Technology-Pedagogy:

The technology would be the main center of my activity. Students would use this during a station time, where they would work with a partner or 2 other students. They would each answer 2 math problems on MathBoard before passing it to the next student. They can ask each other for help if they get confused on a problem. Students would have about 15 minutes at this station. The ipad would just be another way that students can practice their addition problems. This technology would support my teaching strategies by giving the students different examples to practice. In a math classroom, students understand these types of problems better the more they practice them. This can also help them memorize these addition facts that they will only build off of in later math courses. During station time, classroom management is different than when the whole class is focused on one activity and a teacher needs to focus where students are struggling the most, whether it is at this station or another. This is when having a student teacher or addition help can come in handy. Most students would be able to handle this type of activity independently and only need to go over the steps with the teacher at the beginning of class.

--Technology-Content:

This particular app does a great job of presenting the concept in the same way that a child would look at it on a chalk board. The students should be able to look at the screen of the ipad and easily relate to problem to whenever the teacher had recently presented it on a board or worksheet. This application could give children more practice with doubles and they could do the problems in their own time. This could help children who were struggling or ahead of the rest of their class.

--Technology-Pedagogy-Content:

This activity can give the students more examples that can help emphasize the concept. As mentioned before, this can help with them memorize their double addition problems. This use of technology does not really enhance what I would teach or how I would teach it. In dealing with math problems such as these, they need to be explained thoroughly and clearly for students to understand. The activity will take the place of practice problems or extra help. I would make sure my teaching strategy would mirror how the application portrays the problem. If the application expects the problem to be solved from left to right addition, then that’s how I will teach it or vice versa. Borrowing will need to be looked at separately and make sure that concept is clear, whether they do it on a worksheet or on the ipad. Either way, it will be up to the students to find a technique that they can use easily to get the answer.

Technology Reflection: Instructional Use of Edmodo

Technology Reflection Assignment

Description/Experience

            In our technology demonstration, we were informed about the social networking site Edmodo. This is a great tool that can be used in middle schools or high schools, maybe even upper elementary. The set up is very similar to “Facebook”. The presenter pointed out that this aspect makes it much easier for students to feel comfortable using the website and they catch on quickly. The network allows for all of the students to create their own profile and join a class. On the main page, students can see what other students have posted and teachers can post assignments and websites for students. The presenter showed an example of where she posted a worksheet that was linked to a website. Students could explore the different parts of the website and fill out the answers to the worksheet. They also submitted the assignment on the same website. This makes it convenient for both the students and the teacher. We later created our own class and were able to post different comments to posts that the presenter created. I was able to see how this could be applied and used in a classroom for a variety of assignments.

Application

In a first grade classroom, Edmodo would be hard to incorporate. The students are not yet old enough or have the knowledge about technology to work through the website independently. However, if the teacher is supervising them and showing them each step by step, they could figure out the process with some practice. For my activity, I would incorporate reading and spelling on Edmodo. I could post a link to a simple ten page story containing the week’s ten spelling words. While in a computer lab, the students could log on and click on the link posted on their page. From there, they could read the story and highlight their spelling words. To add a challenge, the spelling words could be misspelled and it would be the student’s responsibility to fix the spelling on the website. Later, the website could generate everyone’s answers for the teacher to grade.

·         The learning outcomes would include practicing their spelling words, proofreading sentences, and also to expose them, as well as practice, reading stories independently. 

·         In general, I believe Edmodo should be used for middle school and high school aged students. They have much more knowledge, ability, and experience in dealing with technology than younger elementary school age children do. However, with the supervision of teachers, this activity would be designed for a first or second grade class. A teacher would be able to change the grade level by making the spelling words, story, and sentences more complex.

·         Many websites are designed to test student’s knowledge and cram all the outcomes onto some sort of spreadsheet for the teacher to decipher. This would show the teacher which students are able to find the mistakes, as well as which students already know their spelling words. If the students did well on their spelling test or proofreading assignments, then you would know that the activity was a success. Edmodo can do this for a teacher and make it easy for all. All she would have to do is log on to the class and look at everyone’s assignment.

Timeline- For this activity, a teacher should previously go over the spelling words for the week. If the words were given out Monday, then maybe Wednesday would be a good day to do this activity. The students should have some time to practice their words, without being completely comfortable with them, so it is still a challenge. Also, it would probably be a wise decision to read over the story as a class before, with the correct spelling of all the words. This could give some struggling students a chance to learn what the book is about and not looking at a new story when on the computer. Once in the lab, students should log in and being the assignment. This will obviously have to be started and completed in the lab. The main teacher, as well as other teachers (like computer teacher or student teacher) will circle around to all the students and help them log in and find the link. Also, they will need help exiting the website and submitting the assignment as well.  After every student is done with the activity and the students have returned back to the classroom, the teacher can go over the story again and they can fix the words as a class. By doing this, the teacher can make sure that everyone is aware of the right answers to the assignment and they can continue practicing with their spelling words.  

Reflection

Pedagogy-Content:

I would show and explain the information very similarly to how it is normally presented in class. I would use analogies to tell them that this activity will be just like the activities that they do in class to practice their spelling words or fixing the sentence like they do at carpet time. By comparing these activities, students can see that they are similar and feel more comfortable attempting them. If they find it easy with picking out a misspelled word during the morning work, then picking them out of a story should be easy for them. They already understand the concept and can focus on the content more than trying to understand the assignment. Another way I would present the content is by showing examples. Students will be able to find the answer and understand the directions much clearer if they are given an example to work through and also have it explained. At this stage, I do not think that student bring many conceptions or preconceptions about learning. They are able to connect different activities and find them similar but they do not forming opinions before they began an activity. Most of the time, they are excited to be on the computer or learning something new. As I said before, as far as conceptions go, I think first graders can really only relate this activities to other activities that might be similar. It does not matter the background or ability level, they are just excited to learn new information and use technology.

Technology:

This technology has many major functions. The entire class can be involved and it is an easy way to find a link to a website or assignment. Also, when students are older they can post comments to their peers and teachers. My age group is not ready for that level just yet. It is easy for teachers to grade because there is a turn in section on the website, which makes it simple to find everyone’s assignments as well as get their grades back to them in a timely manner. This website is very easy to find and set up, whether you are a student, parent, or teacher. It is a great way for people to communicate through the world wide web.

Technology-Pedagogy:

In my activity, Edmodo would be where the students would need to find the link to the story and also where they would fix their spelling words. Without Edmodo, the teacher would have no way of checking the student’s work. In a first graders eyes, using the computer could be the highlight of his day. They find a sense of independence and enjoyment. By using the computers and this website, students could gain confidence, as well as knowledge. The technology would not really change the way the activity is taught, but just put a different spin on it. The teacher would still need to focus on reading and spelling when teaching the concepts. On the other hand, classroom management does change. The teacher needs to do more preparation work in the classroom before going to a computer lab to do this activity. She needs to make sure to include all of the information students need to know before they go to the computer lab because she will not be able to explain and go over things as easily once in the lab. Once in the lab, the teacher must change from focusing on the entire class to focusing on one student at a time. In the lab, it is hard to help every student at once, because they all have different problems and need to be addressed separately.

Technology-Content:

Well in my activity, the content (spelling words) will be represented on the computer and mixed in other simple words. Instead of having these words separately listed to fill in a sentence, they need to pick out the misspelled words. The demonstration would be simple and would just need the proper level of explanations and directions. Examples are a must in this activity! A teacher would find it very helpful to go over an example before. It does not matter what activity you are working on, at this young age, students need to see what they are supposed to be doing before they attempt it. This will also help them not have as many questions, while in the lab. Illustrations could also be very handy. This age does not read at a high level, so pictures can help a great deal. These can included pictures in the story or where they need to type there login name on Edmodo. By using this technology, students would be able to see this concept in a different way. This may work well for some students, and not for others.  This activity brings practice and understanding or spelling words and reading, while presenting the information in a different way to help diverse learners understand concepts.

Technology-Pedagogy-Content:

For this particular activity, very little information is taught during the activity itself. The object of the assignment would be to practice spelling words and reading independently.  However, a teacher would need to focus on preparing the student for this activity. A student in first grade does not have the experience to sit at a computer, read a story, and find the misspelled words in the story. It is a teacher’s responsibility to make sure that they are familiar with their spelling words and the story is at a proper reading level for everyone. These content topics would need to be taught prior to the assignment.  This selection of technology can allow students to connect with the words more than they would if they were just writing them over and over to memorize them. Also, it helps introduce new words to students. It allows different topics to be incorporated into one activity. This also is a different way to present information to students. Instead of just listening to the teacher read the words or doing a worksheet, they are able to do a unique activity that they might not be used to. This creates a challenge for some students and may help other students pick up the concept easier. A teaching strategy that I would choose to go with this content would be analogies and examples. Analogies can really help a child understand what they are expected to do and they can relate to activities they have completed in the past. Also, examples can really help students with new activates that demonstrate a familiar concept. Examples show children exactly what they need to do, and makes them feel comfortable. This can allow more time to be spent on the activity, instead of a student wasting time to try to figure out how to complete the activity.

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