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.