Digital Day

Subject(s):  Math, Language Arts

Grade(s):  2

Technology tools:  Computer(s), LCD Projector, Document Camera

Tools used:  Video, Word processing

Activity type:  Lesson, Teacher presentation, Assessment

I used the computer, projector and document camera as my teaching assistant all day today. NO BOARD and NO MARKER! :)

From this:


to THIS:

Today, I used the computer and a simple PowerPoint presentation instead of the board and marker system that I have so been accustomed to using.  I changed everything over. The student's agenda and schedule, directions, work were on a PowerPoint presentation that helped guide clear and direct instruction today. The technology seemed to hold the student's attention because they remained engaged and could stay focused on the task at hand.

Assessment: I could allow students to self check work they answered questions, comments on target, etc.

GREAT day with technology!. Having what we have makes me want more! :) It opened the doors for my teaching and the learning and exploration for my students!

Susan Winkler,  Viewmont

Listening to the Students!

Susan Winkler, a 2nd grade teacher at Viewmont Elementary, recently received a document camera to use in her classroom. After the first week of using this technology tool to enhance instruction, Mrs. Winkler asked her second graders to share their thoughts about this new addition to their classroom.

Here are a few of their responses. :)



Savannah:

The document camera is great. It shows real life, we don’t have to see black and white anymore. The first day Mrs. Winkler turned it on and it was AWESOME. We can even take pictures of our work. We used it to read a story, do math problems, blending words and making contractions. It helps us a lot. It has changed our education!

Alondra:

I like the projector and the document camera because we can do our math in color and work together. We can also see the blocks that we use to help us do our math. We can see our reading book and follow along with Mrs. Winkler. The Ziggi shows us real-life things in 3-D which helps me learn!

Sage:

When I first saw it, I was amazed! I mean totally amazing, it’s super duper AWESOME. We are learning in the 21st Century!!

Samuel:

The document camera helps me get more education to be reading our books than sitting on the carpet and not know what page I am supposed to be on. I can see up close and it is much easier to see than the overhead or my teacher reading to me. I can learn much easier this way!  (The picture above was illustrated by Samuel.)

Rainforest Project with ESL Students

Subjects: Language Arts, Science, Information Literacy
Grade: 2
Technology tools: Computer(s), Laptop(s), LCD Projector, Document Camera
Tools used: Interactive website
Activity type: Lesson, Project, Research

Objectives:
ELA Gr 2 Writing Standard: Text Types and Purposes: 2. Write Informational Texts in which they introduce a topic, use facts ad definitions to develop points, and provide a concluding statement or section.Research to Build and Present Knowledge: 7. Participate in Shared research and writing projects

WIDA ELP Standard 2: Language of LArts: Reading Informational Text ; Standard 4: Language of Science: Reading and Writing Living Organisms

Grade 2 Science Standards: Life Cycles

In connecting with their classroom study of the rainforest, Second Grade ESL Students are using internet resources to collect data about Frogs/Amphibians. Each student is uses a netbook to log onto educational websites such as National Geographic Kids to correctly label poison dart frogs, complete life cycle diagrams, and collect dash facts about the species. They have also been able to watch short video clips about the habitats and life cycles of tree frogs and poison dart frogs. Student are creating their own frog research book. This project builds ESL students' background knowledge and vocabulary in the areas of life science, nonfiction reading, and information technology.

Christine Smith, Viewmont

Using the Elmo Document Camera

Subjects:  Math, Language Arts

Grades:  K, 1, 2, 3, 4, 5

Technology tools:  Document camera

Activity type:  Lesson, Project

I use Elmo as a group instruction tool during math, reading, and written language.  All IEP objectives are generated from standard curriculum per grade level.

Teacher uses materials for instruction, then students are expected to "direct" the teacher to follow up with examples, i.e., talking students through the process.

After instruction and examples, students work independently to determine whether the skill is understood and retained.

This method is both successful and is enjoyed by the students.

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Here is short Elmo tutorial video by Donna Murray.

Integrating the iPad into Literacy

Subject:  Language Arts

Grade:  1

Technology tools:  Computer(s), Interactive Slate, iPad, Document Camera

Tools used:  Interactive website, Digital text / ebook, Show me app on ipad

Activity type:  Lesson, Teacher presentation, Assessment

Language arts:

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.

Objective:  1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

count syllables in a word.

• blend the phonemes of one-syllable words.
• segment the phonemes of one-syllable words.
• change the beginning, middle, and ending sounds to produce new words. 
•  create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).

1.02 Demonstrate decoding and word recognition strategies and skills:

• generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.
• use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
• recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).
• read compound words and contractions.
•  read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
•  read appropriate word families.

We used the projector and the iPad and the document camera to allow the students to become teachers using the ShowMe app to explain special parts/features in our high frequency words. This program is a white board program that records their work and it allowed them to be teachers as it was placed under the document camera. This is one part of a word wall lesson we do everyday.

We have also used the iPad during small group to check understanding of spelling patterns and phonic skills by allowing students once again to use the ShowMe app, the Doodle Buddy app, or the Magnetic Alphabet app to explain one thing they have learned to the group.

It would be nice to have multiple iPads, but having just mine is enough to allow the kids a chance to learn. They will build or write the words or identify phonics skill they have learned and explain to the group. This allows me to see who is grasping my lessons and the skills being taught.

My students really enjoyed using the iPad and explaining as the teacher what they were thinking. I like being able to see their thought process and hear it. With the ShowMe app you can record not only what they do but what they say and this was very helpful for me to use to better see where students were struggling and I can use in conferences to let parents see this as well. If I could change anything, well I would like more iPads to allow students access to the apps at once. But this is something that will take time, so for now I'm not sure of anything else I would do different.

Integrating Tech in Middle School Language Arts and Social Studies

Subjects:  Language Arts, Social Studies

Grade:  8

Technology tools:  Computer(s), LCD Projector, Document Camera

Tools used:  Interactive website, Video, Audio, Social media tool

Activity type:  Lesson, Unit, Project, Assessment, Research

Unit Topics included in my use have technology this year have been:  The Triangular SlaveTrade and Colonial and Revolutionary War periods,   I assigned a wiki project/assignment on the Triangular Slave Trade Route.

In Language Arts, I have included wiki projects and assignments tied to novels that included: Nothing But the Truth, Call of the Wild, and Gathering Blue.  I have also assigned student choice autobiography/biography projects that included choices of technology-related projects, which many students successfully completed.

I use video technology multiple times each week in Lang. Arts and/or Social Studies.  For example:  In Social Studies, when studying the Colonial Period in America, I showed students snippets from the History Channel that informed them about the Salem Witch Trials, but I also wanted them to hear music from the period, so I found a video of a Colonialorchestral piece, written by Percy Grainger, for them to hear. 

During the Revolutionary War Period, I hunted down snippets from "John Adams," a documentary that brilliantly allowed students to see visuals of some of our Founding Fathers during that period.  When studying the U.S. Constitution, I found interactive websites that enabled students to play games involving different important federal buildings in our nation's capitol.  (Explore some sites related to the constitution here.)

In Language Arts, one example of tech. integration would be the use of our class wiki.  One way that I use this is to post an assignment on the wiki, with instructions, due date, etc.  Students must also post a comment as part of their grade to document their presence at the site.

I nearly always change my activities from year to year, even if only in a small way.

Patti Duffey,  Northview

Talking Books

Subjects:  Language Arts, Information Literacy, ESL

Grade:  1

Technology tools:  Computer(s), Laptop(s), LCD Projector, Document Camera

Tools used:  Digital text / ebook, Word processing, Communication tool

Activity type:  Lesson, Project, Teacher presentation

Objectives:

·         ELA Standard #2 Reading: understanding positional words

·         Science Common Core Standard: KP.1 Physical Sciences: Relative positions and motions of objects: Position Words

I am using Microsoft PowerPoint to create a “Talking Books” small group project for my ESL students who are learning positional words.



First,  I  presented  the Berenstein Bears book “Bears in the Night” to teach several positional words (over, under, in, out, etc) to kindergarten and first grade students. After the read aloud presentation, the students echo read and used hand motions to act out the story. They enjoyed it so much that we are now in the process of creating our own “Viewmont Bears in the School” Talking Book using Powerpoint, our own digital photographs, and student-generated story using the same position words. This will then be a shared reading using the computer and the projector.

Christine Smith,  Viewmont