Field Service Interview

Field Service Interview:

Using Technology in a 3rd Grade Classroom

For some schools, technology is a vital component used to deliver lessons and monitor student development.  I recently visited the Adeline C. Marston elementary school in Hampton, New Hampshire to learn more about how they integrate technology into their classrooms.  

When I arrived at Mrs. C’s classroom, the third grade students were just finishing up a readers workshop on conjunctions using the Smartboard.  The students seemed to be very intrigued by the visuals on the screen, and jumped at the chance to run up and touch the screen to answer a question.  Does the use of a Smartboard engage the students more than a traditional chalk board would?  I’m not sure, but I was surprised by how many hands were raised each time a question was asked.  

As the Smartboard exercise was completed, the students were asked to get their Chromebooks out of a special cart where they were to complete a worksheet using “LearnZillion”, which is an app that offers a “free and growing set of Math and English Language resources for grades 2-12 that have been developed by expert teachers directly from the Common Core State Standards.”1  This is a tool that Mrs. C uses often in her classes.  She prefers this app over other “gaming” learning tools because it is Common Core driven.  Each student is assigned a number which corresponds to their Chromebook and a set of headphones.  With little instruction, the students start up their Chromebooks, login to their class Google account, and begin to work on their assignment.  On a whiteboard in the room is a code that the students must enter to access the assignment.  To my surprise, most of the students need little help with this process.  They seem to be very comfortable with the technology, and those who aren’t receive help from either Mrs C., or a classmate to get started.  Once set up, the students are on their way!  They work on their own, at their own pace until they fill out their worksheet.  Mrs. C believes that having another voice, such as the one coming from the LearnZillion app, to explain or tell the students what to do seems to help and encourage their work.  I think that using an application like this in a lesson is very beneficial to a young student because it can promote self learning and independent thinking.    

Another way Mrs. C integrates technology into the class is through “Running Record Calculator”, which is an iPad app that allows the teacher to assess the reading levels of her students.  Mrs C. will sit down with a student, one on one, with the iPad open and track their progress.  It seems to me that the students enjoy reading into the iPad, and it almost becomes a game rather than a chore for them.

Towards the end of the class, I found out that the school had just recently introduced personal computers and iPads into the classroom.  They have only had access to them for the last three months, which was very surprising to me because the students seemed to be very comfortable using them.  Mrs. C does not spend much time educating the students on how to use the hardware and software, they learn that in another class.  This allows for more time dedicated to the lesson for the day, and less time troubleshooting computer problems.  There has been a learning curve for Mrs. C since the introduction of the Chromebooks though.  She now has to integrate this technology into lesson plans that she has had for years, and this is a challenge.  Mrs. C is still learning how to integrate technology into the classroom so most of the applications that she uses come from a list provided to her.  

I tried to get a feel for how the young students felt about the technology being used in the classroom, and they seemed to be very comfortable with it.  When I spoke to them, most had access to technology at home, which made for a smooth transition into the classroom.  The one complaint I heard from some students though, was the limited access to other websites when using the Chromebooks.  Unfortunately, this is something that is necessary to keep the students focused on the lesson.

Reflection

When used correctly, I think that technology can be a great tool to engage the students and promote self learning.  Martson Elementary is just beginning to tap into this resource, but as I observed this 3rd grade class, I noticed that those who seemed timid were more willing to participate when technology was being used.  Also, those who were comfortable helping others were proud to share their knowledge.  I think technology can encourage higher order thinking, with applications that allow the students to apply what they have learned in fun ways and to be creative using tools such as Podcasts and Word Clouds, just to name a few.  I don’t think that technology should be used in the classroom just for the sake of doing it, there should be a clear benefit that has added value to the lesson.  Even if integrating technology is new to you, with the resources online and the community of teachers available, it is not hard to find applications that meet your needs as a teacher, as well as those of the students. 

References     

1"About | LearnZillion." 2012. 28 Jan. 2015 <https://learnzillion.com/about>

"Common Core State Standards Initiative: Home." 2009. 28 Jan. 2015 <http://www.corestandards.org/>

"Running Record Calculator Lite on the App Store on iTunes." 2013. 28 Jan. 2015

<https://itunes.apple.com/us/app/running-record-calculator/id528814882?mt=8>

http://d97cooltools.blogspot.com/2013/05/learnzillion-help-students-avoid-summer.html#.VMkOg4rF8tc

WebQuest

Welcome to the "Around the Solar System" webquest.  This lesson was developed as part of a critical thinking task for a graduate level "Learning Through Technology" class at Southern New Hampshire University.  

This webquest was designed to incorporate Web 2.0 tools to enhance student learning and presentation skills.  It is meant to promote using technology as a tool to gather and present information.

Here is the link: "Around the Solar System"

Digital Story

References:

http://en.wikipedia.org/wiki/US_Airways_Flight_1549

http://img.timeinc.net/time/photoessays/2009/plane_crash/plane_crash_0115_01.jpg

http://www.vosizneias.com/wp-content/uploads/2010/02/plgy.jpg

http://assets.nydailynews.com/polopoly_fs/1.423177!/img/httpImage/image.jpg_gen/derivatives/article_970/amd-sullenberger-jpg.jpg

http://www.exosphere3d.com/pubwww/images/cactus_1549/renders/over_the_hudson_on_fire.jpg

http://www.blogcdn.com/www.switched.com/media/2009/09/090109_techvnature7.jpg

http://assets.nydailynews.com/polopoly_fs/1.1579803!/img/httpImage/image.jpg_gen/derivatives/article_970/year-anniversary-hudson-river-plane-crash.jpg

http://i.telegraph.co.uk/multimedia/archive/01240/plane-crash-620_1240044c.jpg

http://news.xinhuanet.com/english/2009-01/16/xin_1720106161225703873521.jpg

http://a.abcnews.com/images/WNT/abc_wn_berman_harris2_090115_ms.jpg

http://graphics8.nytimes.com/images/2011/01/15/nyregion/USAIR1/USAIR1-articleLarge.jpg

http://www.vosizneias.com/wp-content/uploads/2014/01/Hudson-River-Crash_sham-1.jpg

http://i.huffpost.com/gen/1565143/original.jpg

http://sfcitizen.com/blog/wp-content/uploads/2009/10/sully-copy.jpg

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLFDCNnGKED23wLNBqR8UVGZRt0lYUdhOjOiEFABTXPALIV-gSeoDwOqH_W-m1SukMLTTK9Usliq05Mn5UgZ2Xewz19vQUIfD5EwkxOGi5Bw0e42cyh4fbw-EyGjdP6ts84TWKQz0dlXp6/s400/chesley_sully_sullenberger_new_york_magazine_cover_february_2009.jpg

http://www4.pictures.gi.zimbio.com/Chicago+Cubs+v+New+York+Yankees+lLrhcSQk36ul.jpg

http://www.vnews.com/csp/mediapool/sites/dt.common.streams.StreamServer.cls?STREAMOID=d7A_Vc3SB9FSeJID5F83DM$daE2N3K4ZzOUsqbU5sYszgrTyU7wa0rmwvftJy9W4WCsjLu883Ygn4B49Lvm9bPe2QeMKQdVeZmXF$9l$4uCZ8QDXhaHEp3rvzXRJFdy0KqPHLoMevcTLo3h8xh70Y6N_U_CryOsw6FTOdKL_jpQ-&CONTENTTYPE=image/jpeg

https://engineering.purdue.edu/AAE/AboutUs/News/PurdueNeilArmstrongpresentedHerooftheHudsonwithmeda/sully-armstrong.jpg

http://www.jaunted.com/files/6193/PlaneForSale.jpg

http://airandspace.si.edu/webimages/640/WEB11386-2010_640.jpg

http://s1.ibtimes.com/sites/www.ibtimes.com/files/styles/picture_this/public/2014/01/15/miracle-hudson-museum.jpg?itok=D4_8sEpY

http://www.blogcdn.com/www.luxist.com/media/2011/01/planesplashdownmuseum.8fdb5cb8072a4d95b3529c8b21854858.jpg

Lesson Plan

Student Archive:

“Big Idea” this lesson plan supports:   To show how objects in our Solar System differ in size and composition.

Lesson Plan Component	Criteria
Title	“Who Are The People In Your Neighborhood?” (Solar System Edition)
GSE’s/GLE’s/Frameworks	ESS2 - The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships. 3. SOLAR SYSTEM 2) Recognize that the Earth is one of a number of planets that orbit the Sun. ESS3 - The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time. 1. SIZE AND SCALE Recognize that astronomical objects in space are massive in size and are separated from one another by vast distances. ISTE Standards: 1. Creativity and innovation b. Create original works as a means of personal or group expression. 3.   Research and information fluency:  Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results.
Objective(s)	1.  Students will learn about a planet in our Solar System and how their size and features compare to others in the Solar System. 2.  Students will learn researching skills to locate information via the Internet. 3.  Students will prepare a presentation on their findings using “Voki”.
Materials	1. Reference books in the classroom             2. Computer Stations 3. Internet Access 4. Outline to guide students as to the types of information they                         should be looking for (see #2 under Procedure) 5. Posters/pictures of the Solar System             6. Access to class Voki account             7. Access to the following websites: http://www.solarviews.com/eng/homepage.htm Views of the Solar System http://pds.jpl.nasa.gov/planets/ Welcome to the Planets http://lessonplanspage.com/sciencecilamathmdintegratedsolarsystemresearch3-htm/
Anticipatory Set	There will be pictures posted of the planets around the room and other space materials on bulletin boards. There will also be a model of the Solar System with distances in proportion. A video will be shown about the planets to engage the students.  https://www.youtube.com/watch?v=ZHAqT4hXnMw  We will work on a KWL chart, filling in things we already know and questions about what we want to learn.
Procedures	1. Students will be shown the video from above. 2. Students will be divided into teams of 2 and will be given a planet from the Solar System to research. 3. As a class, we will then review our questions from the KWL chart to make a list of the types of information that students should be looking for. Students will copy the list and add any additional questions of their own for their topic. 4.   Teams will use the Internet to research the object they have been          given, using the URLs I have provided (I will put these in a         Solar System folder in our MS Internet Explorer “Favorites.”)      They will follow classroom rules for computer/Internet use. 5 Students will take notes as they find answers to their list of         questions. (This should take 30 minutes) 6.    When teams finish note taking, they will then begin creating their           reports using Voki following the proper format that they have         already learned. (This should take 30 minutes)
Closure	1.  Students will present their Voki to the class 2.     The class will complete the KWL chart by entering what students           have learned through the research and report-sharing process.
Assessment	Students will be assessed on how well their Voki report covers the outline derived from the KWL chart made as a class.  Class participation and how well the team worked together will be part of the assessment also.
Modifications/Accommodations	For teams who need accommodations:  There will be an amended outline for what is needed in the report.  There will also be aid available in creating the Voki report from the instructor. For teams who finish early:  There will be additional learning games available with links provided by the instructor.

References:

http://www.education.nh.gov/instruction/assessment/necap/gle.htm

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

http://lessonplanspage.com/sciencecilamathmdintegratedsolarsystemresearch3-htm/

http://www.solarviews.com/eng/homepage.htm

Views of the Solar System

http://pds.jpl.nasa.gov/planets/

Welcome to the Planets

Multitasking in a Learning Environment

As an adult living in the world today, one of the most important skills to have is the ability to multitask.  Most of us live a fast pace life, juggling work, family, school and our social life. Technology has enabled us to do this more efficiently, and in order to keep up, it is important to learn how to use the different applications available to us.  While the Internet, smartphones and tablets make it easy to do more things at once, have they become too much of a distraction in learning environments?

The PBS Frontline documentary  “Digital Nation” addresses this subject in one of its segments and is a question that teachers today have to ask themselves when deciding on what is allowed in their classroom.  Can students stay focused while they have a laptop or tablet in front of them?  How do you monitor a student’s activity during class?  One of the studies done in the documentary test a group of student “multitaskers”, to determine what effect it has on learning.  Although the students involved with the study thought they were good at multitasking, the results showed that they were significantly slower when switching between tasks than when they focused on just one.  The outcome sounds obvious, but most students who multitask think they are great at it and that it does not affect their learning.2   Professor Sherry Turkle says in the documentary, “There really are important things you can not think about unless it’s still and you’re only thinking about one thing at a time.”2  In my opinion, this is no more true than when you are learning something new for the first time.

Even in writing this blog, I find myself wanting to check my email or look at facebook, so it is understandable that students would be doing the same thing if they had an open laptop in front of them during class.  It is not to say that students don’t daydream or lose focus even without a computer in front of them, but the distractions are more readily available with technology at arms reach.  The use of technology can satisfy many urges at once, and this can prevent you from focusing on one singular task.2   

I feel that even with the threat of distraction, I would have to allow my students to bring laptops or smartphones into the classroom because there is still a big advantage to what technology can bring.  As a teacher, I would have to find creative ways to keep their attention and involve them during class, not just as a spectator, but as a participant.  

1 <http://api.ning.com/files/2V4LzUUQFRZosWhXnRLQkTZLub-ymRV43NOnJYbj4ZWJRD616Xks4ZUN2wRKvm*l8EDIq9Pi0GMwc0hPwJMkig__/DigitalNation.JPG>

2 "Video: Digital Nation | Watch FRONTLINE Online | PBS Video." 2010. 7 Jan. 2015 <http://video.pbs.org/video/1402987791>

Digital Footprint

http://easel.ly/infographic/ki77m1

Literature Review

Literature Review:  Empowering Parents Through Technology To Improve the Odds for Children

With the exponential growth in technology since the early days of the internet, parents have a greater opportunity to become involved in their child's’ learning than ever before.  In this article, the author talks about how technology can be used to connect teachers and parents and how it “can effectively enhance the communication between home and school, engage families in learning with their children, inform parents about student academic performance and attendance… and connect families to resources that can improve their life prospects.”

The author explains that by having an open dialog between the teacher and parent, together they can customize a learning experience for that particular child, as well as educate the parent on how to use today’s technologies in their own life!1

In theory, this is a perfect partnership, but the author also explores the barriers involved with connecting teachers and parents through technology.  Not only is there a cost to the parents in buying the hardware ( iPad, cell phone, personal computer ), but obtaining the broadband access to utilize the hardware is an added cost.  There must be a way to aid low income houses so that they are not at a disadvantage compared to homes with access to these technologies.  “Very often, it is the same parents who do not have computers and broadband at home whose children struggle academically.”1  Another barrier is educating the parent on how to use the technology.  I think this is the bigger issue because you can give the technology to the parent, but they have to have the drive to want to learn how to use it.

Once the students’ families have access to these technologies, the author explores some of the ways the “Internet can aid parent engagement to improve outcomes for students.”1  These include:

• E-mail, chatting and teleconfrencing  (MeetingBurner, Yugma, GoToMeeting)
• These allow for real time communication
• Allows for communication between different languages
• Student Information systems (SIS)
• Shares grade’s and other performance based information with parents
• Classroom Blogs and Vlogs (Kidblog)

Finally, the author emphasizes how “technology breaks down the school walls and enables students to learn whenever they’d like, wherever they are. During classroom time and out-of-school time, students can learn with teachers, parents, and peers across the world.”1  Parents play a large role in encouraging their children to use technology as a learning tool, and not just as a way to play games.

Conclusion

As a future educator, I think it is important to include the families of our students, and technology allows parents the opportunity to become a second “teacher” at home.  With the fast pace life most of us lead, using the ideas presented in this article can promote more family time and allow us to build better relationships with our children.  One application that caught my eye that can be applied here is Google Class. With most students having access to handheld mobile devices, particularly cell phones and iPads, this will help bridge the first barrier to bringing the classroom home.  An article on Lifehack.org talks about how mobile technology is changing the way students learn,  using Google Class as a platform to create a 24 hour classroom.  Google Class is a one stop shop for implementing some of the ideas in this article and is a tool I think I will use in the future.

With new learning applications being developed everyday, it seems that more and more are being designed as games, which I think is encouraging because this will help engage the student and the parent.  Both will see bringing work home as less of a chore and more of a fun way to learn together.  

References:

1Empowering Parents Through Technology - The Children's ..." 2012. 17 Dec. 2014 <http://www.childrenspartnership.org/storage/documents/Publications/TCP-ParentTech-LowRezFinal.pdf>

  2<http://schoolweb.tdsb.on.ca/portals/willowdale/images/Img_homepage_classroomBlog.jpg>

3<http://pampclub.org/site/wp-content/uploads/2012/04/eSHP_2557.jpg>

4"How Mobile Technologies are Changing the Way Education ..." 2013. 17 Dec. 2014 <http://www.lifehack.org/articles/technology/mobile-education.html>