I liked the video clip “Beginning the journey Five-year-olds drive their own PBL projects.” I thought the students were very engaged in their learning, well behaved and interested in the subject matter. I think these factors were fostered because of the use of technology, small groups, and the opportunity to explore through hands-on applications.
Although I must say, I am slightly bothered by this clip as well when I start to think how I can apply these concepts to my classroom. The teachers in the video worked with students in groups of 4 to 6 and their school had the adequate amount of technology to support learning. Since these students were young, teachers needed to do most of the “research” on the internet but the students were able to take part in the process. I have a classroom of 22 six-year olds and I don’t have access to a Smart Board. I can access the internet and display it on the large screen in the front of my classroom, but because our school doesn’t have a very good firewall/filter, I am always leery about doing live searches with my students in fear that something inappropriate might become displayed on the screen.
I do think that engaging students in these real-life applications and simulations is imperative to their academic and social development, but I wonder if those teachers have a curriculum dictated by their district to adhere to. The reason I think that is because it seemed as if topics were chosen from students interests. Today most school districts decide the curriculum, so I am wondering how to make the best of these worlds meet. I was shocked at the resources the school had available (the mock airport, security check, control station and cruise ship). That must take a lot of planning and preparing on the teachers part! My hat’s off to them!
Don’t get me wrong, I liked the clip. The idea of incorporating technology to make learning more engaging and authentic is so important to today’s children. When students are interested in what they are learning, and they discover the tools that can help answer their questions and find out information about things they wonder about, it will surely create a path of life long learning. I think project-based units are a great way to enhance any curriculum. This concept can easily be applied to science and social studies curriculums in any grade level with connections to reading and math. When young students are given a topic, they immediately form thoughts and questions about it. Project-based learning when combined with the use of technology can make learning fun and memorable for students.
Wednesday, July 14, 2010
Saturday, July 3, 2010
Technology to Support Learning (Chapters 5 & 6)
After reading chapters 5 and 6 I realized that I use more technology that I initially thought in my instruction. Often times my students are exposed to these programs when they go to the computer lab and work with the technology teacher, but in the classroom I use some data collection and analysis tools, material generators and electronic maps. Below I discuss some of the ways I use technology in my classroom and how they make a difference in student learning.
My district offers the option to generate our science tests with a test generator program in order to differentiate for a variety of learners. I have only used the program once because in first grade we rarely give science tests; it is more hands-on, project-based learning. Depending on my group of students, I can see using this program more frequently for struggling readers or students with IEPs. This program can make a difference with individual learning needs because I can create questions to have fewer choices, rephrase questions, change multiple choice answers into short, written answers, etc. Now that I am more comfortable with the first grade curriculum, my goal is to use this program more frequently.
All of my grades are entered online into my electronic gradebook. This is a very helpful program because it allows me to analyze student scores in a particular subject or over a period of time, and find the mean score of an assignment without spending a lot of time crunching numbers on a calculator. Parents also have at-home access to their child’s grades and my comments about their child’s achievement in my class. I have found the electronic gradebook to be very useful and a time saver. It is also a great way to stay connected with parents and keep them updated about assignments and progress in our classroom.
Another way technology helps make a difference in student learning is through online data analysis programs. In the fall, winter and spring all first grade students are tested on their phonological awareness, oral reading fluency and comprehension. Although the test is given orally by a teacher, the data is entered online. After all students are tested, the first grade teachers sit down and review the data. We use the online tools of the data analysis program to create charts of student progress and leveled groups for our students within our classroom. The information is presented in a clear and easy to read format which means more time for teaching! Once we have grouped our students, teachers are able to meet the individual learning needs of a small group that need to work on a particular skill, instead of working with those students who have mastered the skill. It is also useful for identifying students who need to be challenged, and areas of weakness for the struggling readers. Next year my district will be using the NWEA MAP test for first grade students. This test is taken entirely on the computer, therefore teachers do not need to enter any data, but can still obtain the same benefits.
Finally one of my favorite tools to use in the classroom is Google Earth. In reading we read a story called “Me on the Map” and it is all about finding your place in this world. It talks about how we live on streets, in neighborhoods, in towns, in states, in countries, on continents on this big planet called Earth. The story takes the readers through each location and explains its importance. I use the LCD projector in my classroom to illustrate the concept from the book. We start with the big picture of planet earth. Then we “fly” to our continent (country, state, city, neighborhood, street, and house). The students always make a lot of noise when I show them this because they think it is so cool. I think it is a great example of how technology builds interest and helps students connect learning to their lives. It helps make the concept of finding your place in this world much more concrete.
My district offers the option to generate our science tests with a test generator program in order to differentiate for a variety of learners. I have only used the program once because in first grade we rarely give science tests; it is more hands-on, project-based learning. Depending on my group of students, I can see using this program more frequently for struggling readers or students with IEPs. This program can make a difference with individual learning needs because I can create questions to have fewer choices, rephrase questions, change multiple choice answers into short, written answers, etc. Now that I am more comfortable with the first grade curriculum, my goal is to use this program more frequently.
All of my grades are entered online into my electronic gradebook. This is a very helpful program because it allows me to analyze student scores in a particular subject or over a period of time, and find the mean score of an assignment without spending a lot of time crunching numbers on a calculator. Parents also have at-home access to their child’s grades and my comments about their child’s achievement in my class. I have found the electronic gradebook to be very useful and a time saver. It is also a great way to stay connected with parents and keep them updated about assignments and progress in our classroom.
Another way technology helps make a difference in student learning is through online data analysis programs. In the fall, winter and spring all first grade students are tested on their phonological awareness, oral reading fluency and comprehension. Although the test is given orally by a teacher, the data is entered online. After all students are tested, the first grade teachers sit down and review the data. We use the online tools of the data analysis program to create charts of student progress and leveled groups for our students within our classroom. The information is presented in a clear and easy to read format which means more time for teaching! Once we have grouped our students, teachers are able to meet the individual learning needs of a small group that need to work on a particular skill, instead of working with those students who have mastered the skill. It is also useful for identifying students who need to be challenged, and areas of weakness for the struggling readers. Next year my district will be using the NWEA MAP test for first grade students. This test is taken entirely on the computer, therefore teachers do not need to enter any data, but can still obtain the same benefits.
Finally one of my favorite tools to use in the classroom is Google Earth. In reading we read a story called “Me on the Map” and it is all about finding your place in this world. It talks about how we live on streets, in neighborhoods, in towns, in states, in countries, on continents on this big planet called Earth. The story takes the readers through each location and explains its importance. I use the LCD projector in my classroom to illustrate the concept from the book. We start with the big picture of planet earth. Then we “fly” to our continent (country, state, city, neighborhood, street, and house). The students always make a lot of noise when I show them this because they think it is so cool. I think it is a great example of how technology builds interest and helps students connect learning to their lives. It helps make the concept of finding your place in this world much more concrete.
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