Technology Availability Assignment

         Technology is an important concept to include in the educational classroom.  It can incorporate new ways of learning and make learning fun for students. Ahead I will be writing about different ways to integrate use of technology into an elementary classroom.  A few of the topics include: the use of iPads, making movies with use of software, the smart board, parent communication apps, and educational apps. There will be information about a controversial topic with technology as well as ways to assist students with disabilities or English as a second language (ELL).

            Windows Movie Maker 2016 is a good program to introduce to elementary students. It has inventive ways to create and edit video clips and photos. The tabs on top assist in adding photos, videos, and editing the videos. It also has animations available to assist in transitions between videos.  Here is a short clip of showing how to transition video clips within the program. When you are on the blog, click on the phrase on the right that says: movie making tutorial- fading between clips. If you would like any further information about the program click here, (Deltadonut, 2015).

                            

            Here are some lesson plan ideas to use Windows Movie Maker 2016 within the classroom. When learning about a particular book, students could create a video about the storyline, edit it and publish it on a website or share it with families. They could create a book trailer that would motivate others to read this story (Hudson, 2013). Another interesting concept would be to create a commercial that could be persuasive or instructive to a topic of interest to the student. They could take pictures of a step by step process and watch the slideshow in action. For instance: take pictures of the life cycle of a monarch butterfly and see a chrysalis, turn into a butterfly. Windows Movie Maker 2016 has several possibilities to apply it to the classroom. Many of the topics above would be considered for the upper elementary classrooms.  The teacher could still use these topics in the lower elementary classrooms, however he/she may need to do parts of the work or have volunteers assist.

There are many ways that students would benefit from Windows Movie Maker 2016. It will provide opportunities to learn skills about acting, filming, editing, and publishing. It’s an engaging way to incorporate all students and give them a purpose for the activity. The idea stated above meet the learning outcome 9.4 that states: describe activities that involve taking photos and making movies that promote teaching and learning, (Maloy, Verock-O’Loughlin, Edwards, & Woolf, 2014). Creating a video makes the activity more meaningful, as the students can learn in different ways.  It incorporates music, linguistic, kinesthetic, and interpersonal ways of learning from the multiple intelligences.  Students can learn from one another and have a stronger motivation towards learning.

Smartboards have many benefits to use in Elementary Education. Smartboards could be used for almost any lesson.  The notebook software provides technology with images and pictures that could go along with a social studies or science lesson. It has excellent uses to interact with the whole group and engage the students. It could be used for attendance and interactions in the beginning of the day. The teacher can download worksheets to teach or practice math, work with the group and reuse this sheet for the next group. Smartboards will keep students motivated and therefore increase their knowledge about the subject.

Smartboards are easy to use. There is touch recognition that allows anything to write on the board that comes from the pen tray, a finger to move words, and a hand to erase. Highlighting, zooming in, and a file to save your important images or photos are special features the smartboard provides.

The iPad is a really useful tool for an Elementary classroom. Ipads can help with reading, such as use of EPIC, a reading app. This app allows the student to choose a book, read it or have it read aloud to them. If you would like more information about E book apps such as EPIC, please click here, (Burns, 2014). There are numerous apps that can be used on the iPad to help the students learning and growth. The Drawing Pad app and Skitch are resourceful to assist students in Kindergarten to write and create (Meeuwse, 2016).  First they can illustrate a picture, then they can label it.  The next step would be to create a sentence and story about the picture. The teacher can assist students to think about a topic by taking a picture of them with the iPad while interacting in a student choice activity, then providing the picture for them, and allowing them to write about the picture. Providing a picture for the student is helpful in creating an idea to write and it gives a visual aid. A notetaking app such as Evernote could be used to allow students to take notes on a subject, then share it in a notebook app with the teacher (Holland, 2013). IPads can be synced to use with the smart board and assist students to practice a concept such as writing or spelling as a large group. With this technology, teachers are able to assess their learning right away and know who may need some remediation. This helps the teacher be more efficient with assessing and meeting the needs of the students. Students will be more engaged with iPads rather than simple worksheets, therefore there will be less disruptions and more learning occurring. IPads can work within interdisciplinary subjects, provide some independence, and an array of different resources that help students learn.

Other apps to play games, learn and explore would be a great way to present technology and opportunities to learn within the Elementary classroom. A few math apps such as pattern shapes or number pieces would help students learn math concepts about shapes and base ten blocks (Burns, 2015).  ABCya.com provides a language app that would help with literacy with a younger elementary student (Schwartz, 2015).  There is also a math ABCya.com game that includes addition, subtraction, addition, and division within a basketball game and is leveled according to what is chosen. Vocabulary spelling city is an app that provides a word list from the teacher that can be incorporated into numerous types of games regarding spelling, comprehension, grammar, and more (Schwartz, 2015). A quiz option is available for students when they are ready.  The quiz states the word in a sentence which is helpful for audial learners. Coding apps assist students to understand and teach programming.  They learn by trial and error and can problem solve as they move along in the program. Daisy the dinosaur is an app that can be used as a beginner coding app for Kindergarten or 1^st graders. Tinker and scratch are two other coding apps for upper elementary classrooms that allow students to build with blocks and blocks do different tasks, making endless possibilities (Adams A. & Mowers H, 2013). These coding apps are free, however others have costs associated with them. Some examples of a few coding apps are available here.

These apps would assist in meeting learning outcomes based on the educational content and student motivation. Maloy et al. (2014) found that educational games have the potential to ‘improve students’ attitudes about learning even difficult subjects including those who are not attracted to studying mathematics and science. Apps with educational content provided through iPads, tablets, iPhone or computers will help motivate students and increase learning in an interactive way. Apps have audio and visual presentation that can help students in a different way than traditional teaching. The games make it a fun way to learn. The coding apps promote critical thinking skills and problem solving.  It opens up an opportunity for students to be creative and use their imagination. Many of these apps would be appropriate to work in small groups to learn from each other also.

It is also very important to have open and effective parent- teacher communication.  Here are a few apps that provide ways to communicate information to parents, which keeps them updated and keeps the students on task. Teach make a difference (2015), found that remind and classroom messenger were helpful tools to keep communication open to families. Remind can send text messages reminding parents about assignments, meetings or other reminders. This would be a simple app to use. Classroom messenger can update parents about assignments, test results, progress, or concerns, (Teach make a difference, 2015). It is a two way messaging app that allows parents to talk to the teacher too. Photos and videos can be sent via classroom messenger. Class dojo is an app that assists in communicating to parents or administrators about behaviors in the classroom (Schwartz, 2015). The teacher can sync an iPhone with the iPad to have instant documentation of positive or negative behaviors. These behaviors can receive or deduct a point, to reinforce desired behavior. These points can be integrated into a part of class every week, then start with a clean slate the next week. The teacher can email parents any information regarding their child, so families can work along with the teacher to reinforce positive behaviors. These apps all have their unique features, however communicating information easily to parents is truly important to help support the student. Support from families is significant and learning outcomes will increase by families assisting with discipline, communication, and student learning at home.

Students with a disability or English as a second language (ELL) are at a disadvantage. They may learn at a slower pace and need modified lesson plans to assist their learning. Tech matrix is a website with an assortment of different programs and resources for students with disabilities. Clicker 5 is a talking word processor that provides pictures and animations to assist with completion of the task, (Tech matrix, n.d.). Caption mic is a program that can type out what has been said for a person who has trouble hearing. Click to read: life skills has a few stories that build on vocabulary, comprehension, and literacy concepts, (Tech matrix, n.d.).  There are a lot of other options available for students on this webpage. ELL students and several with disabilities would benefit from recorded books, so they can read and hear the story at the same time.  Recorded books may help all students, but especially struggling readers, as found by (Rubenstein, 2006).  She also found a significant increase in reading ability with the use of recorded books. Students being able to listen to a recorded book can help with comprehension, sequencing, fluency, and other literacy concepts. It can provide different genres of books and challenge the student. A volunteer or para can assist students with technology assignments and teach them how to use them. Working with iPads allows for flexibility and can provide less pressure to the student, as the apps will build on their knowledge. There are plenty of visual aids and audial apps available for these students.  They could be implemented for several lessons or interdisciplinary subjects to assist ELL students or those with disabilities.  It may help to have these students in close proximity to the teacher if they need assistance. Also, it may be helpful to pair an ELL student with another student that can teach and work together.

What is the right balance of technology in the classroom?  This is a tough question, depending on who you ask. It is important that there is an educational aspect to technology, so the screen time is meaningful and effectively teaching the objective. Rubenstein (2006), found that any drawbacks of computer technology are far outweighed by its potential for aiding struggling readers, engaging kids in their learning, and targeting students’ individual needs. Families need to be informed of the benefits to technology within the classroom, so they understand the important aspects to it. Every teacher needs to find that right balance that individualizes the lessons to meet needs, while balancing out technology use within the classroom.

Conclusion

Technology has many uses in Education that show an increase in motivation and learning. With the use of resources or programs such as Windows Movie Maker 2016, smartboards, Ipads, parent-teacher communication apps, and educational game apps, technology is being integrated into the Elementary classroom to benefit the students’ learning. A few ways to modify lessons for ELL students or students with a disability were provided. Technology has provided an array of options to assist in student growth and in many instances this is an interactive, stimulating, and rewarding way of learning.

References

Adam, A. & Mowers, H. (2013). 7 apps for teaching children coding skills. Retrieved from:             http://www.edutopia.org/blog/7-apps-teaching-children-coding-anna-adam

Bellow, A. (2009) 5 tips and tricks for the smartboard. Retrieved from:      https://www.youtube.com/watch?v=xWNCHG-xB9o#t=10.177007

Burns, M. (2014). 7 great E-books for summer reading on ipads. Retrieved from:             http://www.edutopia.org/blog/ebooks-summer-reading-on-ipads-monica-burns

Burns, M. (2015). 14 virtual tools for the math classroom. Retrieved from: http://www.edutopia.org/blog/11-virtual-tools-math-classroom-monica-burns

Computer kids photo (n.d.). Retrieved from:             https://www.google.com/search?q=photo+making+movie+kids&rlz=1C2ASUT_enUS67            3US673&biw=1209&bih=633&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi__            4_wgbzMAhUC7CYKHZM4ChwQsAQIGw#tbm=isch&q=photo+computer+kids

Deltadonut. (2015). Windows movie maker tutorial. Retrieved from:          https://www.youtube.com/watch?v=JNKRCaiox4E

Holland, B. (2013). Apps for note taking with ipads. Retrieved from:         http://www.edutopia.org/blog/note-taking-with-ipads-beth-holland

Hudson, H. (2013). 10 video projects every teacher should try. Retrieved from:                 http://www.weareteachers.com/blogs/post/2013/05/15/10-video-projects-every-teacher-     should-try

Maloy, R., Verock-O’Loughlin, R.E., Edwards, S., & Woolf, B. (2014). Transforming learning     with new technologies. (2^nd ed.). Upper Saddle River, NJ: Pearson Education Inc.

Meeuwse, Kristi. (2016). Using the ipad for writing in Kindergarten. Retrieved from:             https://iteachwithipads.net/

Rubenstein, G. (2006). Listening literature: struggling readers respond to recorded books.             Retrieved from: http://www.edutopia.org/listening-literature

Schwartz, K. (2015). Teacher recommended 50 favorite classroom apps. Retrieved from:             http://ww2.kqed.org/mindshift/2015/07/29/teacher-recommended-50-favorite-teaching-    apps/

Smartclassrooms. (2009). Smartboards why are they so easy to use? Retrieved from:             https://www.youtube.com/watch?v=0U05WeXPGlk

Teach make a difference. (2015). 7 innovative apps for parent-teacher communication. Retrieved from: http://teach.com/education-technology/parent-teacher-apps

Tech Matrix. (n.d.). Assistive and educational technology tools and resources to support learning for students with disabilities and their classmates. Retrieved from:          http://techmatrix.org/product-search-api?keywords=&content-area%5B%5D=7&grade-          level%5B%5D=11&idea-disability-category%5B%5D=23

Videotaping photo (n.d.). Retrieved from:     https://www.google.com/search?q=photo+making+movie+kids&rlz=1C2ASUT_enUS67            3US673&biw=1209&bih=633&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi__          4 wgbzMAhUC7CYKHZM4ChwQsAQIGw

Pre and Post Assessment Standards

Standard 4, Instructional Strategies

D.        Pre Assessment:

~ I have enhanced learning through computers, tape books, and providing electronic games.

            ~ I have evidence by understanding how to use the computer.

~ I would like to have experience using a smart board, practice using different programs such as Webquest.

Post 383 achievements:

~I have read and learned more about Webquest, the smart board, and the use of Ipads in the classroom.

~I provided a teaching reciprocal project and a research paper regarding these topics.

~I would like the opportunity to see a Webquest in action, and have more experience with interdisciplinary lessons with the smart board and Ipads.

L.         Pre Assessment:

~ I have stimulated different levels of learning by teaching children a math game that they build upon what they know and continue to learn. I have used a computer to teach children how to manipulate the mouse, what icon to click for particular games, and how to play the games.

~ The evidence was seeing the children quickly pick up on how to use the mouse, know what games are appropriate for them, and play the games successfully.

~ I would like to see more options of games and ways of learning/ teaching to provide effective learning to children at different levels of understanding.

           

            Post 383 achievements:

~I have read about coding and educational game apps that can be interactive and increase motivation and learning in students. I downloaded 2 apps to my personal iPad to allow my children to use them. I have researched different programs and ways to modify lessons for those with disabilities or ELL Students such as use of Clicker 5.

            ~ My children were interested in manipulating the reading and coding app.

~Next, I would like to try using a smartboard to teach. I would like to have more experience with different apps.

Standard 6, Communication

C.         Pre Assessment:

~ I was a role model as I taught writer’s workshop and used exciting expressions. I showed parts of a story with my hand, and thought a story out loud so children would have an idea how they can start a story.

~The evidence that shows the children understood my way of thinking was watching them telling the story with their fingers as they wrote the story.

~I would like to practice more nonverbal discipline so the class doesn’t get disrupted from the activity.

            Post 383 achievements:

            ~ I practice positive nonverbal language when working or in the public.

            ~ People talk to me as I display openness.

            ~ I would like to practice nonverbal discipline so the class doesn’t get disrupted from the activity.

D.        Pre Assessment:

~ I have used verbal communication with families, staff, and students. Some forms of communication have been face to face, via phone, and email. I have provided verbal and nonverbal techniques while children are working on an activity. I have acted as a role model and shown the children how to behave and how to handle themselves during an activity and centers.  I provided step by step details as to how to interact on a few computer games.

~ The families and students responding back to me verbally in a positive way shows evidence that my techniques were effective.  The nonverbal techniques provided a learning opportunity for the students to understand what kind of behavior is appropriate during that time. The children successfully implementing the same type of behavior is evidence. Again, the children playing the games with success shows that my media communication techniques were effective.

~ I would like to have experience using apps to communicate with families.  I would like to create my own website for families and children to interact and learn.

           

            Post 383 achievements:

            ~ I have communicated with the professor via email and the public via my blog.

            ~ The emails and blog would be evidence.

            ~ I would like to try using the apps such as Remind and Class messenger to communicate with families.

I.                    Pre Assessment:

~ I assisted students to expand their speaking and writing through writer’s workshop, reading to others, talking about readings, and sharing writing in circle time.

~ Students grew in the presentation skills and writing skills throughout the year. They were proud of their work and wanted to share in the group

~ I need to have more opportunities supporting and expanding learner expression in different media sources.

           

            Post 383 achievements:

            ~I supported a preschool group by teaching them about bullying and kindness. We read a book and spoke about it, being sensitive to their thoughts and feelings.

I read about lessons to expand expression with iPad apps such as Drawing pad and Skitch. I researched Windows Movie Maker 2016 which allows expression through videos and making stories with it.

~ They responded well to the lesson and asked appropriate questions. I wrote about a lesson in the research paper that would expand learner expression with writing. I trimmed a video about transitions in movie clips which shows how to edit through this program. I wrote about Windows Movie Maker 2016 in my research paper.

            ~ I would continue to have more opportunities with learner expression and technology.

K.        Pre Assessment:

~ I provided audiovisual aids for a student with autism that spoke very little. She used cards to show what she wanted to convey and the device said the phrase

~ She learned how to portray what she wanted or needed.  It was a form of communication for her and she had a voice with this audiovisual device.

~ I would like to have more experience with coding apps, webquests, and more learning opportunities through social media.  I would like to present blogs or twitting to children, however I need to be comfortable with this type of media myself first.

            Post 383 Achievements:

            ~ . I have read and watched short video clips about use of smartboard, the iPad, recorded books, coding/ educational game apps, and programs to assist an ELL student or student with different types of disabilities. I provided a video clip on my blog.

~ The video clip is evident on my blog. The information that I researched is written in my technology availability assignment.

~I would like more experience putting these audiovisual aids to practice, such as Clicker 5, recorded books, blogs, and webquests.

           

Standard 8, Assessment

E.         Pre Assessment:

~ I preformed standard testing for Kindergartners and Second graders. These tests were in paper form and I was marking areas about math, reading, and writing skills that were or weren’t being seen. I implemented reading assessments routinely to see what level the students were at and thought about how I could challenge them.  Due to some advanced readers in the Kindergarten classroom, a few children had book bins to enrich their reading experiences during reading time.

~ The evidence of using assessment strategies was seen in the performance from the students and watching them expand their knowledge base.

~ I could benefit from having experience with a computer based assessment for students. This may stay more organized and students may be more focused. More technology experiences through assessment would be ideal.

            Post 383 achievements:

            ~ I read and watched a video clip about Class messenger.  I taught the importance of it when using it in class to classmates. This provides an assessment communication with parents to show strengths, progress, or areas for improvements. I read about use of Edmodo related to tracking progress.  A note taking app as well as use with the iPad related to math, reading or writing could be assessed within the classroom.

~ I have only learned about these topics, so my research paper would be my evidence for learning.

~ I would like to have experience working with iPads and students, as well as Class messenger to experience using the assessment resource within the program.  It would be interesting to see progress as students learn to manipulate different apps and educational games within the iPad.

Movie maker tutorial- fading between clips

This is a trimmed clip from a video showing how to fade between videos while using Window Movie Maker Tutorial.

Deltadonut. (2015). Windows movie maker tutorial. Retrieved from: https://www.youtube.com/watch?v=JNKRCaiox4E

Viral videos

Some ideas for student choice include brainstorming with students to create desired topics. An organization with best practices called Essential Project Design Element provides steps to fulfilling a project. These steps include: knowledge, skills, understanding, the challenge problem, inquiry, authenticity, student voice, reflection, revision, and the finished product for the public.

To make these projects more interesting, viral videos were introduced to this classroom.  They had focus groups and discussions in class. The three steps to a viral video are: tastemakers, communities of participation, and unexpectedness.  The first step- tastemakers allows for people to create trends and brainstorm ideas.  Communities of participation integrates opportunities to view and comment on videos located on video creation websites. The unexpectedness step encourages students to think outside the box, and bring in humor to their videos. Student choice and learning video based applications are encouraged through trial and error. Students applied iMovie and Moviemaker to their videos and added music or narration.

Viral videos introduce an excellent way to integrate technology to learning. Students can create projects that appeal to them and they can teach others about their topic. Peer teaching strengthens learning in many situations. It will engage students and develop their technological skills.  It is wonderful that students have the opportunities to verbalize their thoughts about videos, as well as create their own video.

                                             Reference

Farber, M. 2016). Student choice and viral videos. Retreived from: http://www.edutopia.org/blog/student-choice-and-viral-videos-matthew-farber

3D scanning

3D scanning is a way to produce 3D images to preserve artifacts and visualize historical sites within the classroom. Cyark organization is a recommended site to find lesson plans that are ready to implement. This organization has images that can produce multidisciplinary lessons, such as math or science. An interesting site to explore is Mount Rushmore.  Putting the faces to scale with the actual size would be fascinating.  Some inexpensive 3D scanners can be purchased to assist students to create their own 3D image.  Photogrammetry apps are used on an iPad or smart phone to create 3D images. Some 3D scanners are free of cost through certain organizations or museums.

Creating your own 3D images is such a neat idea. Students can use their imagination and apply measurement or volume to these shapes, as well as learn about history and other subjects.  The teacher can plan a virtual field trip to a historical site that students otherwise wouldn’t be able to visualize. There are endless possibilities to applying 3D images to lessons, and many learning opportunities.

                                   

                                        Reference

Calabro, H. (2015). How to engage your student with no-cost technology. Retrieved from: http://www.edutopia.org/blog/engage-students-with-no-cost-technology-heather-calabro

Recorded books

Within this article, a teacher shares her story about integrating recorded books to her students.  Many of these students are reading at levels lower than expected according to the grade. The implementation of applying recorded books to the reading program, gives opportunities to assist the students to grow tremendously. More than half of the students that were struggling in reading, were able to read at grade level at close to the end of the year. Another suggested website is audible.com that provides digital audio for books, newspaper articles and more.

Reading with audio is an excellent resource for students of all reading levels.  Books with a recording allows for another way of learning, providing new connections for students. These students will learn more sight words and strengthen fluency with reading. This technique will likely keep students motivated and assist in their love for reading.  There would be more positive feedback, rather than discouragement.

                                                      Reference

Rubenstein, G. (2006) Listening literature: struggling readers respond to recorded books. Retrieved from: http://www.edutopia.org/listening-literature

Digital stories

Digital story telling is a creative way to integrate learning to reading or interdisciplinary subjects. It allows for students to display their learning for the teacher or other peers, as well as engage in a topic that sparks their interest. Digital imaging within these stories produces images that strengthen the meaning for students.  It’s important to engage in the process and allow students to learn about publishing, revising, and editing stories.

Some web-based tools are suggested to assist in creating and designing digital stories. Some examples are WeVideo, YouTube, iPhone, iVideo, and garageband.

Digital story telling is a fantastic way to develop student’s reading abilities, as well as imagination and love for reading. It would be a new, reviving way to implement topics of interest to students’. They could share their story in small groups and this could be a reciprocal teaching project for upper elementary students.

                                              Reference

Dillon, B. (2014). The power of digital story. Retrieved from: http://www.edutopia.org/blog/the-power-of-digital-story-bob-dillon