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Technology Reflection: Instructional Use of the Interactive Whiteboard

Technology Reflection: Instructional Use of the Interactive Whiteboard

Description/Experience
            Last Friday in class we had a presentation on the interactive whiteboards, which was very informative, but also really fun.  I have used interactive whiteboards before, so I imagined this seminar might not teach me too much more on the topic.  In my high school all the math rooms had interactive whiteboards, so I had a lot of experience writing on them, and using several applications on the board.  The school then decided to get interactive whiteboards for every classroom in the building, even in the music rooms.  Since they were funding for every room, the school decided to go with the cheaper alternative than the Smart Boards; the school got Promethean Boards.  When I went back to my high school to do my volunteer hours I got to have extensive use of these boards, including the software to make power points for the board.  The presenter was very knowledgeable and taught me several new tricks that I can use in the class room.

Application
            One lesson I would love to do at the higher levels of elementary school would be a science lesson on elementary physics, including Newton’s laws and Gravity.  The presenter demonstrated a very cool interactive game that follows all of our laws of physics.  The game is called Crayon Physics.  It is a free game up to the first 20 levels which would provide more than enough variation for the students, and after the first 20 levels you have to pay for more.  I could see myself teaching a quick lesson on basic physics and ending with some time on the interactive whiteboard.  

First, provide some details regarding:

·         Learners: This lesson would be for mostly 5^th graders, maybe 4^th graders in the right setting. 

·         Learning outcomes: The students will have a basic understanding of why a ball that you throw in the air comes back down and why if one ball hits a ball standing at rest, the ball at rest will start to move.

·         Assessment: I would have the game at the end be a form of assessment.  I would have every student get some time on the whiteboard, and if they began to learn and adjust they would get points for learning the concept.  If the student kept repeating the same mistake over and over, they would receive points but just for participation, whereas the other students who got it right would receive only one or two points more.  Students that would not come up to the whiteboard would lose one or two participation points.

A time line for this activity would look similar to the following.

1.      Cover basic concepts of physics that could be influential to their everyday lives.

2.      Show a quick demonstration in class with playground balls or show a model on the whiteboard.

1.      Cover newton's laws

2.      Cover GRAVITY

3.      Give students a quick demonstration of how to play Crayon Physics

4.      let each student try to play a level

Reflection
considering your learning activity described above, write two paragraphs or three for each section below addressing the questions. It may be helpful to keep in mind the followings when reflecting:

1.      How well the use of this technology may support your teaching strategies in this activity.

2.      How effectively the use of this technology may enhance students' understanding of and learning from your particular content in this activity.

--Pedagogical-Content:

Your pedagogical content knowledge refers to your understanding of teaching strategies that are specific to a content area. That is the knowledge about choosing appropriate pedagogies for teaching a particular content Example: Using drill-and-practice to teach math problem solving. This strategy however may not necessarily be effective for other content areas such as teaching speech and drama.

Now, forget about the technology for a while…..Just tells us about your teaching strategies that you employ in your activity (e.g., analogies, demonstrations, illustrations, examples, explanations, group work, drill-practice, simulations, role-play, lecturing, self-guided learning, inquiry-based learning, problem based learning or etc.). Specifically:

·         One strategy I would use would be doing a demonstration with playground ball.  By using playground balls not only am I demonstrating a concept to them, but I'm showing them in a format they would understand.  Hopefully by bringing it to their level it'd seem more meaningful to them.

·         Some pre-conceptions that students might have coming into this lessons would be that they know what happens in each demonstration but they don't know why it happens.  Some students of a younger grade might not understand the concepts behind this basic physics, and might just accept “that it happens because it happens”.  I do feel that many 5^th graders would feel very motivated in this lesson because of the real life application and the game at the end.

--Technological-Pedagogical:

Your technological pedagogical knowledge refers to your understanding of technologies for particular learning tasks, your ability to choose technologies based on its fitness, your knowledge of pedagogical strategies, and your ability to apply those strategies for use of technologies Example: Selecting Edmodo/facebook for facilitating student generated debate. Edmodo here is the technology that supports the main pedagogy-group discussion/debate.

In the previous section, you talked about your instructional strategies. Keeping these strategies you stated in mind, now tell us how the technology is used in your activity.  Specifically:

·         The biggest strategy I could use with the interactive whiteboard would be to use it for note, mini demonstrations other than the playground balls, and the game at the end as a reinforcer.  The interactive whiteboard can be used in many different ways, so it is very practical to use it in almost every application of your lesson.

·         One classroom management strategy I would have to keep my eyes out for would be background activities.  Yes, I need to watch the students up at the whiteboard, but I would also have to keep a vigilant eye out for any students acting out or not paying attention.

--Technological Pedagogical Content:

Your technological pedagogical content knowledge refers to your understanding of how teaching and learning from content may change when technology used and is our knowledge about selecting technologies that suits, support, and enhances teaching strategies and learning activities in your particular content area. It is your understanding of teaching strategies to effectively teach the particular content and help student conceptual difficulties in this content by meaningfully incorporating technologies. Example: Using a flash card app on iPad as a means to aid students memorize words and definitions in language learning. iPad app is here chosen as a tool to support the pedagogy around instant feedback, quick repetition, and individualized learning. These are some effective strategies used in language learning content area.

Now, let’s focus on the content you’re teaching in your activity. Think about your decisions to incorporate this technology and the teaching strategies in relation to your particular content area. Tell us specifically about:

·         One way I have found, that is practical, to incorporate all three of these categories, is the demonstrations, and games. Students really enjoy coming up to the board so they find it fun to come up to the front and participate in a demonstration or play a game. So my TPC would be both a demonstration on the interactive whiteboard in addition to the playground balls, and the final game as an assessment.

·         The game at the end of the lesson would be the biggest way to reinforce the material while motivating the students.  Although I could find some way to make a game that wouldn't require the interactive whiteboard, the whiteboard with Crayon Physics would be much more interactive, entertaining, and instructional to the students.

Technology Reflection iPads in the classrooms

Description/Experience
Last Friday in seminar we learned about the iPad and its integration into West Virginia classrooms. Our speaker talked to us about how she and her school use the iPad. The school received a grant that allows them to have 1 iPad per teacher and 2 iPads per classroom from 3^rd to 5^th grade. She then showed us how she uses it, and how it is used in the classroom. I think that, if the iPad was cheaper, the iPad should become an integral part of the school. The only major drawback I can think of with giving it a more important role in the classroom is that technology is always changing and it would quickly become out of date, both in hardware and software (Apps).Application
She could use the iPad to teach a math lesson teaching the students how to multiply using tables and lattices. The teacher could have the students using the iPads open an App that would let the students copy down what the teacher writes down on the chalkboard. For example have the student copy down either the table or lattice, and then follow along with the teacher. The student could then use a math multiplication App to test their knowledge.

I would use this application of the iPad with any student who is at the level of multiplying numbers that are larger than ten. The students would gain knowledge of multiplication with bigger number, for example 97 x 42, as well as gaining knowledge of using the iPad, and technology in general. At the end of this activity students would be able to use an iPad, including certain Apps, and multiply using the table or lattice method. I would assess the students by having them use an App that would generate a score at the end, that I would use instead of, or addition too, a worksheet grade.

• I would first show the students what we will be doing today, enough that the students would have a basic understanding of using the table or lattice method of multiplication.
• I would next randomly chose several students to join a small group and use the iPad for further instruction, while the rest of the class would work from the book for practice until they feel they are ready to complete a worksheet.
• In the small group student would copy down my process in a drawing App. After they developed a better understanding of one of the methods I would have them open a math App that would give them a list of problems to complete and when their time is up I would copy down their score.
• The students in the small group would exit out of the math App and open the drawing App for the next group of students.
• Once all of the students had a turn, I would pass out a worksheet for everyone to complete.
• By the end of this activity every student would have used the iPad and received a score for both the iPad and the worksheet.

Reflection
The iPad would support the students learning by helping gain an understanding of multiplication using different methods, and gain a general understanding of technology. In our ever-growing world of technology students need to learn at a young age how to use technology appropriately and effectively.

--Pedagogy-Content:

I would illustrate to the students that when using the table method you look at one row and multiply each column, then move on to the next row. For the lattice method I would show the students that you add along the diagonal to get your final answer. One concern would be that most students would not have learned this method. The method is only for multiplying numbers that have two or more digits which some students will not be ready to learn until they have hit a certain level. Plus not all students learned how to do basic multiplication the same way.

--Technology-Pedagogy:

I would have the students use the iPad to complete math activities similar to a worksheet. The iPad would work in addition to the classroom instruction and worksheet. The Apps would show me where the students are in their level of comprehension. The main difficulty of classroom management would be working with the small group of four or five students, while managing the entire class. Plus whenever you add technology “toys” into the mix, you have to keep a constant eye on the group with the iPads.

--Technology-Content:

Using the iPad to teach the content would not differ too much from instruction on the blackboard or overhead projector, but it gives the students an opportunity to use technology which generally gets their attention anyway. The iPad would reinforce the material more than teach the material, by using it in conjunction with a worksheet it only server as more practice which might be more disguised as a fun activity rather than a boring worksheet. While there might be an instructional App to teach this style of multiplication, I think that as long as the students get the opportunity to use technology, rather than a pencil and paper, they will understand more of the content without becoming board.

--Technology-Pedagogy-Content:

One point that would make this technology effective would be that if one of your students is behind, you can simply have that student work on a separate App that could lead up to what the rest of the students are working out. Whether or not your school has access to enough iPads for your entire classroom, I feel this would be easier to teach in small groups, because it would be very difficult to monitor an entire class on iPads while teaching at the same time. Plus with smaller groups of students, as opposed to a whole class setting, will promote more of a individual work atmosphere, which should limit talking or other distracting behaviors.

Technology Reflection 1

Description/Experience

Last Friday I learned about a website called Edmodo.  It is a social networking site for teachers and other teachers as well as teachers and their students.  It is very similar to Facebook, except the teacher has full control and viewing rights to anything the students post.  On this site teachers can set up their virtual classroom where students can complete assignments, ask the teacher a question both publicly and privately, as well as view grades.  Another benefit of Edmodo is that it can connect the teacher to other teachers of the same and different subjects from around the world.  I can see a lot of potential in Edmodo in my everyday classroom, and I can see the benefit in communicating with teachers from around the world.

 

Application

An activity I could have the students work on that would use this technology could be a webquest.  It would be aimed at middle school students, but 4^th or 5^th graders could probably complete it as well with some guidance.  I would have the webquest be on inherited and learned traits.  To assess the students there would be a short pre-quiz testing their prior knowledge, they would have a worksheet, on the computer in Microsoft Word, to complete while doing the webquest, and finally there would be and ending quiz.  The students would also have to submit the worksheet to Edmodo.  Not only would the students learn about inherited and learned traits, but they would also gain valuable computer skills, such as Internet browsing, and word processing skills.

I would first pass out the pre-quiz and tell the students not to worry too much about it.  After I collected the pre-quiz I would explain the webquest and what exactly what the students will be doing.  I would do this before I even let them on the computer, because the second you let a student in front of a computer, they will stop paying attention to the teacher.  After I explain what they will be doing I would let them sign on to Edmodo.  From there they would download the worksheet and follow the links and complete the worksheet.  After they finish the webquest the students will submit the worksheet on Edmodo.  Once everyone has submitted the worksheet I would have them complete the post-quiz which would not only show how much they have comprehend, but it will also show me how effective the webquest was.  

 

Reflection

Pedagogy-Content:

The webquest would have videos, pictures, interactive pictures, and readings.  It would compare and contrast learned and inherited traits.  This webquest would clear up misconceptions.  If it didn’t completely clear up common misconceptions, the teacher can cover more content depending on the class level and their level of comprehension.

Technology:

Both Microsoft Word and Edmodo are very easy to access and navigate.  Many students now days have a Facebook and would find the transition to Edmodo completely seamless, and even if the students do not have a Facebook due to age or any other reason, Edmodo is very easy to use.  It is one of the user-friendliest websites I have used, even making an account is easy.  Edmodo will give students a way to communicate with the teacher and other students about schoolwork outside of school.  Also many students, even in elementary school, understand how to use Microsoft Word. 

Technology-Pedagogy:

I would make some of the webquests throughout the year group work but this one would be individual work.  This would make it very easy to manage the classroom as well as provide one-on-one work with students that either need it or ask for it.  Since all the information they need to form answers is right in front of them, I would give them very minor hints.   The hardest part about having that many students working on a webquest would be that I would have to make sure everyone is on the correct sites.

Technology-Content:

The technology would simply enhance the material.  Instead of a boring lecture the students would watch fun and interesting videos, as well as read articles supporting both inherited and learned traits.  Each student would complete several small activities that would be purely for fun and learning the content and would not be graded.  They would complete the worksheet once they finished the webquest and submit the worksheet to me on Edmodo.  Once they submitted the worksheet they would get a badge, which would be a positive reinforcement, for completing the work.

Technology-Pedagogy-Content:

I would teach the material via both the webquest and help when students need it.  I would walk around asking if anyone needed help, or keep a vigilant eye to see if anyone raised their hand.  I would also check Edmodo periodically and after the webquest to see if anyone had questions they didn’t want to bring up in class.  By having a variety of activities, videos, pictures, and articles, I am catering to all forms of learning.  Also since the students are locating and learning the material on their own, many students will retain the information better.  As for my teaching strategies, I would remain flexible and would keep a back up plan for if anything didn’t work. Because when ever you work with technology you need to be ready to face anything.

 

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