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.