Integrating Technology in an Elementary Classroom

Subject: Language Arts, Science, Social Studies, Math
Grade: 4
Technology tools: Computer, Projector, Interactive Whiteboard
Tools used: PowerPoint, Interactive website
Activity type: Lesson, assessment, project, research

This week in reading I will be using Spelling City in Literacy First stations for Words Their Way word sort practice.

I also use my classroom computers for student research on NC history, geography, etc. The students Google search and compare researched information to other sites as well as what their teammates found.

I use a listening station in Literacy First stations and this week they are listening to Roald Dahl read Fantastic Mr. Fox.

In whole group, I will use the SMART Board for viewing videos of JFK to go along with our Weekly Reader. We will Google search and project Google images of Oswald, Ruby, and Maria Shriver.

Other websites I will visit to connect with the Weekly Reader are http://www.dinosaurfact.net/ and http://boston.redsox.mlb.com/bos/ballpark/index.jsp.

Also, I will use it in math to project our textbook and homework practice book as well as real world math problems in the beginning of each lesson (these are interactive PowerPoint presentations generally used to introduce the lesson). I will use “Mall Math” from Lakeshore which reviews decimals, fractions and percents on the SMART Board using an interactive game and real world flyers. 

Lastly, and most cool of all, I will be using the Zoomy this week for Science. We are studying systems of the body and I will use the handheld digital microscope to project examples of striated, smooth and cardiac muscle from their text book. We will also take a close look at our skin using the Zoomy!



Danielle Jackson,  Longview Elementary

Using technology tools to reach all students - every day!

Subject: Language Arts, Math, Science, Social Studies
Grade: 3
Technology tools: Computer, Projector, Interactive Whiteboard
Tools used: PowerPoint, Interactive website
Activity type: Lesson, assessment, project, research

I use technology each morning by having rotations to use IXL for math review as part of morning work.

 
I use a SMART Board lesson every day in math rotations.



Kids use PowerPoint presentations, SMART Board Notebook lesson, game templates like Candy Land for prefixes and suffixes, etc.

Students have used Wordles this year for each vocabulary unit or chapter book they are reading.



Students make the character scrapbook from Scholastic for each book we have read with a prominent character.




Students use the Internet to research for non fiction projects.

They have made a Word document for each other to highlight positive character traits in a musical chair activity.

I use Google Images for inferencing ideas.



I use Pinterest to organize all of the things I find ☺




I also use my iPhone to download Apps for my non-reader EC child.



I use Storyline Online and the monthly free read-alouds on Barnes and Noble site for the monthly book available.





YouTube also features several Scholastic books read aloud with video clips.



I use blogs for ideas, lesson downloads, and games.

I could go on and on and on!!!

Lora Snider,  Longview Elementary

Tech Integration Activities in Middle School

Subject: Language Arts
Grade: 7
Technology tools: Computer, Projector, Interactive Whiteboard
Tools used: PowerPoint, Interactive website
Activity type: Lesson

I am using my Mimio Teach to do Daily Grammar Practice. I also uploaded a PowerPoint into the Mimio so that I could use the pad.

We also just completed a project using the computers. The students had to create an online poster about a poet using Glogster.

Heidi Eveland,  Grandview Middle

Working with Vocabulary Words

Subject: Language Arts
Grade: 3
Technology tools: Computer, Projector
Tools used: PowerPoint
Activity type: Lesson

Today my class viewed a power point presentation from the Open Court reading resource website. This power point was projected on our TV through AVerKey.

The students were able to see the vocabulary words for our story this week and view pictures of the words. By clicking and enlarging, they could get a closer look at what each word means.

Melanie Gray,  Viewmont Elementary

Catching Fire Commercial Video

Subject:  Language Arts

Grade: 6

Technology tools:  Computer

Tools used:  Social media tool, Video

Activity type:  Lesson, Project

After reading the second book in The Hunger Games series, Catching Fire, students created a video commercial depicting some of the events and challenges faced by the characters in the book.

Students Encouraging Students to READ!

Subject: Language Arts
Grade: 5
Technology tools: Computer
Tools used: Interactive Website
Activity type: Lesson, Unit, Project

Fifth graders at Viewmont Elementary created multi-genre projects to promote and encourage classmates to read their books. Students could choose from a selection of assignments to create their projects.

Some of the projects that used technology included:

• Create an I AM poem about a character using the Poem generator.
  http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

 

• Use Microsoft Publisher to create a WANTED poster, book poster or advertisement for the book.
• Students used online comic strip generators to summarize their book.
  http://www.pixton.com/

• Characters from the students' books corresponded through email.
• The students used Microsoft Word to create a TOP 10 list of reasons to read their book.
• Students made WORDLES about their book including: description of characters, setting, character names, important events, and tough words.
  http://www.wordle.net/

 

• Birth Certificates and Eulogies using information about the characters were created on publisher.
• Students used Google Maps to create a map of the travels in their story.
• Glogs were created to promote the exciting events in their books.
  http://www.glogster.com/

 

These projects were presented to classmates along with a persuasive essay to promote reading. The students were able to use their creativity and higher order thinking to complete a project using technology. The process of the project not only exposed students to technology, it got kids excited about books! Peer recommendations got kids talking, discussing and reading!!!

Beth Norwood, Viewmont Elementary

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

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

Creating a Classroom Newspaper

Subjects:  Language Arts

Grade:  2

Technology tools:  Laptop(s), digital camera

Tools used:  Digital manipulative, Word processing

Activity type:  Project

I wanted students to combine word processing skills and digital photography to create a classroom newspaper about things that happen in our classroom.

I submitted a proposal to DonorsChoose asking for a netbook computer and digital camera to create a classroom newspaper called "Heckler's Happenings".  Students write articles about things we are currently working on in class.  They type the article using Microsoft Word and take pictures with the digital camera to accompany the article.  Right now I place the articles and pictures into the newsletter template, but as this project grows, I would like to show students how to do it themselves.

So far, we have published our first issue and are ready to publish our second.

The students are very excited to write their articles and have great ideas.  The first issue provided immediate feedback to them that they were proud to show to their parents.  I will continue with this activity and make improvements to the process with each issue.

Kim Heckler,  Southwest

Edmodo as a Classroom Website

Subject:  Language Arts

Grades:  10, 11, 12

Technology tools:  Computer(s)

Tools used:  Social media tool

Activity type:  Lesson, Teacher presentation, Assessment, Research

Since my mode of technology includes an online classroom atmosphere, most of my goals are met through the use of Edmodo.

I post PowerPoint notes for my students, weekly think questions, and even major assignments where students turn in their work. Additionally, I make use of polls for formative assessment so that I can gauge the students on their levels of understanding. Additionally, I have used Edmodo in conjunction with ExamBuilder so that students can take their summative assessments (that I once printed) online, and the computer will even grade the work for me.  :)

This particular web site is what makes my classroom easy to manage! The best feature is that I can organize all of my assignments for each class, and students have a calendar of events and due dates to help with their own organization. In my English classes, I don't use Edmodo as regularly, for all of my students do not have use of a computer at home. For this group, I post weekly vocabulary assignments where students have a week to complete the work; moreover, I will post reminders.



What I've enjoyed most about Edmodo for this group is that the research process has become much easier. I post attachments, links, and even embed pages that they might need complete their work, and I do not have to make copies or resend emails. material is available to them from any computer anywhere.

I would not change anything about using this website.  I've tried other sites before, but it is by far the most user friendly for both me and my students.

Rachael Moyer,  Hickory High

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Read more about using Edmodo in the classroom here.

Using Technology in a Kindergarten Classroom

Subjects:  Math, Language Arts, Social Studies, Information Literacy

Grade:  K

Technology tools:  Computer(s), LCD Projector, Student Response Devices, Cd/tape player

Tools used:  Interactive website, Video, Audio

Activity type:  Lesson, Unit

Topics/Objectives:

• Social Studies: we were studying symbols.

• Math: No matter what we are studying, the LCD projector is always used. The students' attention is kept because they are more involved. I will use counters, and overhead pieces for the lessons. For Kindergarten, this is very interesting to them.
   
• Literacy: We have a listening and computer center that we use in our classroom every day. Both of these are tied into literacy and what we are studying that week. 

In Social studies we were learning about symbols. We watched a video on United Streaming about different symbols. The students loved it.

In literacy centers every week we have a listening center. Students listen to a story on tape and follow along in their books.

In math and in literacy we use the overhead projector. We use this for many things in math including counting numbers 1-20, addition, shapes, etc...

In literacy centers we also use the computer every week. It depends on what we are currently studying that week as to what the game/activity may be. We have done short vowel games/long vowel game, consonant digraph practice, abcya.com and starfall.com.

All of these activities have been very successful. The students love when technology is involved.

Making Ice Cream

Subject:  Language Arts

Grade:  K

Technology tools:  iPad

Tools used:  Video, Simulation

Activity type:  Teacher presentation

Activity: Using YouTube to view videos on specific topics prior to reading a non-fiction text to activate APK

We were learning about how ice cream is made and used a video on you tube to watch a company make ice cream.

Students created their own sequence cards to show the process of making ice cream.  Then we used the sequence cards to retell the process as we made our own ice cream.

This activity was very successful.

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.

Using Google Docs in IB English

 

Subjects:  Language Arts, English IV IB

Grade:  12

Technology tools:  Computer(s), LCD Projector

Tools used:  Interactive website, Collaboration tool

Activity type:  Unit

After two years of study and practice, IB seniors take two two-hour exams that count as a combined 50% toward their IB certificate for the Language A1 -- IB English certificate.  One of the tests is based on four novels we read during the spring semester.  My objective for these activities is for students to assemble information from each of the four novels that will be helpful in their preparations for the final exam in May.  (In addition to helping the students for THIS exam, of course, these activities also teach students how to consolidate information from a course, study, and prepare for college exams.)

To prepare them for studying, I usually have the students individually create time-consuming, laborious packets of information (including summaries and lists of themes, motifs, symbols, meaningful quotes, etc) as study guides from themselves.  This year I used Google Docs to make repositories for all that information, and my seniors were assigned to contribute one to two good items for each category sheet.


For example, on the symbol sheet for the novel BELOVED, everyone jumped in and gave great examples of the symbols, documented sections of the novel where the symbol(s) appear, and interpretations for what the author Toni Morrison accomplishes with the symbol.  Now, through online collaboration, the students have created excellent study guides that they may print out and use during their study sessions for the exam!  They get wonderful, helpful tools without having to expend as much energy and time as before!  That is called working better... and smarter!

After each entry students make, they type their names so that I may see who contributes what.  I then evaluate the entries on completeness, correctness, and elaboration.

Students really enjoyed these Google Docs assignments!  For one thing, they have all created Work Packets for other novels before, and they expressed how much better collaboration is over individual packet assignments:  less work, all the benefits!  Students also had a great time reading what other colleagues found in the novels. Sometimes class discussions revolved around entries on Google Docs (which thrilled me because their excitement translates into deeper understanding and analytical skill).  Often, students raced to post early so that they could give examples of and explain the items they wanted to cover.  Students who procrastinated sometimes had to work harder because many of the more obvious or apparent ideas from the novel were already taken.

Chris Rice,  Hickory High

iPad App for Speech Therapy

Subjects:  Language Arts, Speech therapy

Grades:  K, 1, 2, 3, 4

Technology tools:  iPad

Tools used:  Simulation

Activity type:  Lesson, Teacher presentation, review

The goal is for students to see how all parts of the oral mechanism move and work together to produce specific speech sounds.

An app on iPad shows students how the speech mechanism works for the purpose of accurate speech sound production via simulation/looks like videoflouroscopy;  students can hear the sound produced and see how the sound is produced (i.e. can see lateral and head-on views of tongue movement inside the mouth, etc.)

The app is called PocketSLP SpeechTutor, created by Synapse Apps., LLC

Very helpful for students to get a simulated look at speech production & how all parts of the speech mechanism are working together at the same time to produce a sound - because they can't always see what the speech mechanism parts are doing when the SLP

This is a great app.  I will use it often when first teaching a new speech sound to a student, and periodically for review.