Professional Development Priorities of 1:1 Initiatives

Galeas, A. (July 2015).  "Professional development priorities of 1:1 initiatives."  Edutopia.            http://www.edutopia.org/discussion/professional-development-priorities-11-initiatives 

In his article, “Professional Development: Priorities of 1:1 Initiatives,” Albert Galeas shares his experiences and findings from taking part in the roll out of a 1:1 initiative in a Mississippi school district.  Supporting a 1:1 initiative is very demanding and requires many steps.   In carrying out the process, Galeas found one of the most critical steps for implementation is providing teachers with consistent professional development.  Galeas learned in his experience when approaching professional development, it is most effective to first teach the tool and then teach instructional strategies for implementing the tool.  Knowing, understanding, and feeling comfortable with the technology first, Galeas found teachers were more likely buy in and put the tool to use. 

I agree with this article-  I feel teachers definitely need to feel comfortable and well versed with a tool before they are able to implement it effectively into their teaching and the students’ learning.  This article then got me thinking about my tech PD experiences and the approach that was taken to train teachers.  I have gone to a lot of PD trainings and have left feeling different ways about the sessions.  I have felt:  “Wow!  This is amazing and I am inspired to start this tomorrow.”  “I am so confused and overwhelmed.” “Ehhh- I didn't get much out of that session.”  I think that professional development can sometimes be tricky to plan because you are trying to meet the needs of a diverse group of adults whose skills can range.  Within the group you will have some members who are very tech savvy and keep up with current trends while others are still learning the basic operations and functions of a device.  I feel it’s important for participants to leave a PD training feeling it was relevant and beneficial to them.  In my opinion it would be best to offer optional tool related sessions for those in need.  Once all participants are comfortable with the devices and tools, all can come together to learn instructional strategies for implementation.  This way we aren’t skipping over steps.  We are able to meet the needs of all without leaving teachers feeling uncomfortable with using the device or leaving others’ feeling bored or like their time has been wasted.  

Best Technological Ways to Increase Engagement in the Classroom

Snehansu, K. (2013).  Best technological ways to increase engagement in the classroom.  EdTech  

      Review. http://edtechreview.in/trends-insights/insights/485-increase-engagement-in-classroom-           using-technology

           In this article, author Kumar Snehansu, provides useful technological tools and strategies teachers can use in their classroom to engage students in active learning.  In the article he provides technology related suggestions specific for primary age children and then suggestions geared toward secondary and higher education.  He reported the education dropout rate is 10-15% each school year.  The reasoning varies from student to student, but one reason for drop out was due in part to a “loss of interest toward studies.”  As we are moving toward technology rich educational settings, it important we know how to utilize these tools in the classroom.

         At the primary level Snehansu suggests iPads to foster creativity and provide interactive learning experiences for students.  Another tool he suggests is using videos, animations, and humorous videos to create excitement and interest in learning activities.  He also said the use of email with parents was important at the primary level to communicate and keep parents informed. 

            I was shocked by the number of dropouts each school year, especially 10-15% at the primary level?!  I think he is right that education is changing.  In my opinion, technology is what we need to make a positive change in education.  I can see the difference technology makes in my classroom with the limited tools I have.  During center time, my students are most engaged and able to sustain attention for the longest period of time when they are using the ipad or computer.  Throughout the day, I supplement lessons and activities with videos and songs.  The beat from the music, animations, and movement makes learning both fun and engaging for students.   Not only do I use technology to support instruction but I also use it for classroom management purposes. 

          I think some teachers are hesitant to incorporate technology into the classroom because of the unknown.  With proper training, support, and guidance, I think a 1:1 environment where all student have access to a device can provide a powerful educational experience. 

Learning to Read with Multimedia Materials

Research Center- Center for Implementing Technology in Education.  Learning to read with multimedia materials.  

      http://www.cited.org/index.aspx?page_id=144.

     This article outlines benefits and provides tips for incorporating multimedia into the 4 main areas of reading instruction- phonemic awareness, phonics, fluency, and comprehension.  Research shows these are vital areas to provide students with explicit instruction as these skills are necessary for success in reading.  Much research has been conducted on ways to enhance literacy instruction and support struggling readers.  Researchers have been making great efforts to enhance literacy instruction through the use of technology.  According to the Center for Implementing Technology in Education (n.d.), “technology and the understanding of how to support reading instruction and achievement have both advanced.”  Multiple studies reveal multimedia integration into literacy instruction can positively support students’ learning. The article provides tips based on research for integrating multimedia into the classroom.  It is important to note multimedia materials should be used to support and supplement explicit instruction; they should not be used as a replacement. 

Phonemic Awareness

     Students need to be able to hear sounds in words and understand that these sounds can be manipulated.  For some students this skill comes naturally while others it has proven more difficulty, especially for English Language Learners.  Multimedia programs have been shown to improve students’ phonemic awareness “because they are able to animate the relationships between oral language and print, therefore concepts are less abstract.” When choosing a program to support phonemic awareness, the article recommends choosing an individualized program to provide differentiation. With an individualized program each student can learn and advance at their own pace.  The article also recommends a program that focuses exclusively on print and language concepts and skills.

Phonics

      Students also need to understand phonics rules and spelling patterns.  The article states multimedia computer and video based programs have proven to be an effective means for supporting phonics instruction and improving students’ word recognition skills.  Animated videos and computer based games create an engaging, memorable way to understand word knowledge.  Animated videos and interactive games present concepts in a way that makes these skills more concrete for students.

Fluency

      Fluency is necessary for comprehension and can be improved upon through continued practice reading and rereading texts.  Multimedia programs can support fluency instruction.  The article recommends programs with text to speech and speech recognition features.  These features provide students with word recognition and fluency guidance/feedback.  Suggested programs are Reading Tutor and Reading Assistant. 

Comprehension

     Comprehension is understanding what we read.  Multimedia programs can support comprehension instruction “through the use of pop-ups, linked questions, online resources, and animated reading coaches or e-tutors who engage in questioning, prompts, and think aloud”(Research Center, n.d.).  Students who struggle with reading comprehension tend to have low language and vocabulary skills.  The article suggests multimedia programs with vocabulary links and supports to assist with comprehension. Recommended multimedia supports for comprehension include iSTART and Thinking Reader.

     After reading this article, I reflected on the ways I am currently utilizing multimedia to supplement and enhance my literacy instruction.  During my literacy block I use a lot of YouTube videos/songs to supplement my phonics instruction.  One of my class’s favorites is the Have Fun Teaching letter videos.  My students’ attention is immediately captured by the upbeat music.  Kindergarteners find the video’s images and letter stories silly and quite humorous.  I also like the kinesthetic piece where the students skywrite the letters using the visual cue.  The Have Fun Teaching videos are a tool I utilize on a weekly basis to supplement and reinforce our skill of the week.  These videos can reach your auditory, visual, and kinesthetic learners.   We also use the Heidi Songs sight word and phonics songs in my classroom.  The songs engage the students and make the skill more memorable and fun for students.  Often times when the kids are writing, I hear them singing one of our Heidi Songs to help them recall which phonics skill to apply or how to spell one of our sight words proving to be useful tool for students.   I also use our Pearson Reading Street videos whole group to introduce and demonstrate the comprehension skill we are focusing on during the week.  After watching the video, we discuss the skill.  I find the videos to be developmentally appropriate for kindergartners and a good visual for understanding comprehensions skill. 

     I also use multimedia tools to support reading instruction during literacy centers.  This year I am using Earobics to support my students who are struggling with phonemic awareness.  I find the program is stimulating for my students who are difficult to engage during our whole group Heggerty time.  I would love for all of my students to be able to use this program. Unfortunately, I have a limited supply of devices and program licenses. 

     I would like to find more tools to incorporate into my comprehension instruction.  Is there a tool you like to use to aid comprehension instruction? Can anyone recommend an individualized comprehension program that is developmentally appropriate for kindergartners?  

Making and Taking Virtual Field Trips in Pre-K and the Primary Grades

     Kirchen, Dennis J.  (2011, November).  “Making and taking virtual field trips in pre-k and the primary  grades.”  YC Young Children, 66, 22-26.

     The article “Making and Taking Virtual Field Trips in Pre-K and the Primary Grades” by Dennis Kirchen discusses virtual field trips in the classroom setting along with their benefits and limitations.  “A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom.  These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners” (Kirchen, 2011).  Children are able to learn about and explore places that may not be possible to visit due to cost, time, transportation, safety, and/or feasibility.  

  

     The article explains the two types of virtual field trips- predeveloped VFTs and teacher made VFTs.  Predeveloped VFTs can be found through various websites on the internet.  Predeveloped VFT are already created and set up, but the limitation is that they cannot be modified.  It is important teachers preview the VFT to see if it is age and content appropriate for their students.   Teacher created VFTs take a lot of time for teachers to put together and prepare, but it allows the teacher the ability to customize a field trip that is age and content appropriate while incorporating features specific to his/her students’ interests.

     Virtual field trips have several benefits that Kirchen describes in this article.  When a traditional field trip is not possible, VFTs give teachers an alternative tool to provide their students with knowledge and experience.  Teachers can take their students anywhere using VFTs- out of state or outer space.  Virtual field trips give teachers control of the learning experience.  They can be sure the field trip is meeting the intended standards and/or learning objectives.  In the article Kirchen discussed a time a teacher took her class to the zoo, because they were learning about lions.  When they got to the zoo, the lions were not on display that day.  Using VFTs teachers are sure their field trip is giving their students the intended experience that aligns with their learning objectives.

     Limitations of VFTs include improper use and accessibility.  Kirchen says teachers should not use VFTs to replace a traditional field trip or just to use technology.  It should be incorporated into a unit of study that involves a variety of activities and experiences.  Another limitation is accessibility.  VFTs require the use of technology that may not be accessible to some teachers.  The teacher must also have technological skills to facilitate and/or make a VFT. 

     VFTs can benefit and enhance student learning in ways that would not otherwise have been possible.  When facilitating a VFT in your classroom, it is important to prepare for the trip just as you would a traditional field trip.  Students should be exposed to pre and post activities to enhance and optimize their experience. 

     This article stood out to me, because my district recently limited the number of field trips a class could take to one per school year.  Some schools/classes in the district would take 2-3 field trips per year, while other schools/classes only had the means to afford one.   The district did this to create fairness and consistency across the district.  Working in low income school, I have a lot of students who have not yet been given the opportunity to explore outside their neighborhood.  A lot of my students have never been to the city, visited a farm, swam at beach, or saw animals at the zoo.  Not having these experiences, they lack background knowledge and understanding of these places.  Background knowledge effects students’ comprehension of a text.  I think virtual field trips would be a great way to build students’ background knowledge and give them the opportunity to learn about and explore places they have never been.  For example, our reading program has a reading unit that is based around life in a big city.  Incorporating a VFT to Chicago would be a fun, engaging way to build students’ knowledge of city life prior to reading.  My school did a school-wide Under the Sea unit to prepare for an “Under the Sea Literacy Extravaganza” family night.  A VFT accessed online, made by the teacher, or through the use of Google Expedition would have been a great culminating activity to conclude our under the sea unit.

Teaching With Technology: Step Back and Hand Over the Camera! Using Digital Cameras to Facilitate Mathematics Learning With Young Children in K-2 Classrooms

Northcote, M.  (2011). “Teaching with Technology:  Step back and hand over the cameras!  Using digital cameras to facilitate mathematics learning with young children in K-2 classrooms.”  Australian Primary Mathematics Classroom, 16 (3), 29-32.

     In this article, Maria Northcote discusses ways to enhance mathematic instruction through the use of digital cameras.  At the beginning of the school year, Maria gives each student the opportunity to take home a digital camera for one night.  It is the student’s responsibility to take photos of math that are present in their life as well as their family’s lives.  Maria compiles these photos to later use and incorporate into future math lessons, activities, and games throughout the school year.  This project gives Northcote insight into her students’ perception of math.  Students’ photographs for the use of instruction and activities “provide them with a familiar context in which to situate their mathematics learning” (Northcote, 2011, p. 30).

     Northcote then describes ways she incorporates digital cameras into her lessons throughout the school year.  Examples of students’ digital camera use: Northcote has her students take pictures of each other’s shoes or hair to then make a pictorial graph.  When learning about shapes, she has her students take pictures of shapes they see in the classroom. She uses the students’ photographs during learning games to practice identifying and describing the shapes of objects.  Northcote’s students also take pictures of a collection of objects at home, school, or in the environment when practicing counting groups of objects.  She saves these pictures and uses them for students to write story problems in their math journals when studying addition and/or subtraction. 

     Northcote found by integrating digital cameras into the classroom, students were more involved in the learning process.  Use of digital cameras “can increase participation in classroom activities to a level where children are valued as active contributors to the classroom learning environment” (Northcote, 2011, p.32).

     While reading, I was able to make a connection to the learning activity described at the beginning of the article.  In one of my elementary education reading courses, our first assignment was to go home and do a “literacy dig.”  The next day we were to bring in pictures or objects from our everyday lives that had print.  This was a powerful literacy activity that demonstrated the importance of literacy skills as text is all around us in our everyday lives.  I think this same activity would be a great way to introduce why we learn math at school.  Students will sometimes question and ask “Why do we have to know this?”  The teacher can use this activity and refer back to the pictures the students took to show them math is all around us and a part of our daily lives. 

     The use of digital cameras is an interesting way to incorporate technology into math.  According to the article, “Handing over cameras to young children can increase their level of ownership and interest in the process of learning about mathematics” (Northcote, 2011, p. 30).  Students’ interest and motivation for learning increases when they are able to make connections and relate to the lesson.  Digital cameras allow students to be active participants in the learning process.  

Shared Reading Goes High Tech

Child, P. “Shared reading.” Reading Rockets.  Retrieved from: http://www.readingrockets.org /strategies/sharedreading

Gill, S. & Chhanda Islam, R. (2011).  “Shared reading goes high tech.”  Reading Teacher, 65 (3),   224-227. 

     According to an article from Reading Rockets, shared reading  is “an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations (Child).”   In a primary classroom, shared reading is a critical component of daily literacy instruction.  Shared reading benefits students by increasing and enhancing students’ literacy skills.  The article, “Shared Reading Goes High Tech” by Sharon Gill and Ruth Chhanda Islam, discusses ways to incorporate interactive whiteboards into shared reading instruction.  The authors note using interactive whiteboards for shared reading experience is convenient for teachers and engaging for students (Gill &Islam, 2011).

     Shared reading is often taught using large text or a big book.  This allows students to follow along with the text during choral reading to improve students’ fluency and understanding of print.  According to Gill and Chhanda, rather than spending money on big books and posters, and/or taking the time to write out text, teachers can conveniently enlarge text using a document camera and projector making the text large enough for all students to see (2011).  Teachers also have the option of creating visually appealing PowerPoint slides to display the text and an option to include images (Gill &Chhanda, 2011).

     Post reading, teachers use the text to practice reading skills and strategies with their students.  The teacher may ask students to locate sight words, find word patterns, identify phonic skills, or sequence sentences.  Interactive whiteboards have multiple, engaging tools that are readily available for student to interact with the text.  Students can engage with print by magnifying word, highlighting, using colored pens, or moving text by dragging (Gill and Islam, 2011).  Gill and Islam provide sample lesson incorporating these tools into lessons- touching and dragging lines of a poem to sequence and put the poem in order, using the highlighting tool to highlight sight word, or using the drawing tool to cover a word and have students try to figure out the word using context clues (2011).   “IWBs get students' attention because the board incorporates the sights, sounds, and stimulation that different types of learners thrive on.  Many teachers feel that the bright, colorful print, especially if it moves and makes a sound, captures students' attention, maintains their concentration, and motivates them to learn (Gill & Islam, 2011).”

     I think that interactive whiteboards would be a beneficial tool for carrying out shared reading instruction.   It provides another format for students to view and interact with text in a format other than a book or a pocket chart.  Students are motivated by technology, and I feel lessons using the interactive whiteboards engage students in learning and increase participation in the lessons.  Once a week my class gets to use a SMARTboard during LMC.  All of my students want to be called to participate therefore, they are motivated to focus and pay increase attention to on the lesson or activity at hand. 

Why Teachers Love ClassDojo for Classroom Management?

Bharti, B. (2014, June 8).  Why teachers love ClassDojo for classroom management?  
     EdTechReview.  Retrieved from http://edtechreview.in/trends-insights/insights/1261-
     why-teachers-love-lassdojo-for-classroom-management/

     The article “Why Teachers Love ClassDojo” gives a quick overview of what ClassDojo is and how it works.  ClassDojo is online classroom management tool for teachers to track student behavior.  Teachers set up an online classroom and assign each of their students an avatar.  Teachers can reinforce positive behavior by rewarding students points and/or deduct points for undesired behavior.  The students are notified why they were awarded or deducted a point. 

     The article then highlights 3 benefits of integrating ClassDojo into the classroom.

1.    Improve Behavior- According to the article, student behavior improves due to the motivation to earn points.  When a point is earned, they are informed the reason for their point.  Students enjoy being noticed and recognized by their teacher for positive behavior.    

2.    Save Time-  Instructional time increases because the program allows teachers the ability to track and record student behavior in quick manner.  Students also transition quicker because they are motivated to be recognized for being ready to learn and earn points.   

3.    Communicate with Parents -Teachers also have the opportunity to communicate student behavior with parents via ClassDojo.  Teachers have the option of printing students’ weekly report to send home and/or parents are able to signup to be able to login to ClassDojo to view their child’s data.    

     I like the idea of utilizing ClassDojo as a management tool for the classroom.  My school uses the “Nurtured Heart Approach” with our students.  This approach is all about making the students feel noticed and recognizing their greatnesses to build their inner-self.  ClassDojo would work well and compliment the Nurtured Heart Approach by focusing more so on rewarding points rather than taking points away.  In my classroom, I currently recognize students’ greatness through verbal praise and hand out tickets to students who are SOARing.  (Students who SOAR are : safe, on-time and ready, accountable, and respectful).  When students aren’t making good choices, they are given a verbal reminder of the appropriate behavior. The past couple years I have been using a green/ yellow/ red card system.  If the student continues the behavior after the verbal warning, the student then has to pull a card.  Using this system, the student’s visual of themselves is negative.  They now see that they are “yellow.”  Whereas, the ClassDojo display is of the times the student has been recognized in a positive light.  “I have 8 points. I want to get 12.” vs. “I am in the yellow.  That means I wasn’t making good choices.”