Technology Reflection Assignment: the iPad

Experience

During Friday’s seminar, we learned about the iPad!  Before this seminar, I had briefly used an iPad once, and recalled that upon the iPads introduction into the world of technology, many people described them, essentially, as a large iPhone.   Because of this semnar, however, my eyes were opened to the many uses of this technology.  As students in the Benedum Collaborative Program were able to see the iPads different uses in the realm of education.  The iPad encourages students to become engaged in independent or small group work when it comes to math, reading, spelling, science and other excercises. 

Application

One application that I have found to be available on the iPad is geared towards algebra: using different objects to set up equations and solve for “x”, figuring out various interactive distant=rate x time equations, etc.  While I am not specializing in math, I am tutoring in a math class at Clay Batelle Middle/Senior High School.  I work with a special education teacher who works in collaborative classrooms while I am there.  I feel that this math application on the iPad would be phenomenal to utilize in this math class because it gives students a visual representation of equations in an interactive, engaging way.  When it comes to Distance=rate x time word problem equations, students become a little confused.  I would love to present the concept of these word problems, show the students how to set up tables to solve for the variable and then plug in the equation, make sure they have a solid understanding, and then use the iPads (that are actually available at Clay Batelle) to practice these algebraic questions on this specific application.  This would ensure that students got the information down in their notes with pencil/paper notes and practice, but they also get to practive in an interactive, engaging, educational manner.  I would be able to measure how well they understood the material by checkin their progress on the periodical quizzes given through the iPad application..

Reflection

Because the application reinforces content that is being covered in the math classroom that I am in, I know that students would be reinforcing the content they learned in class by using this application to practice.  Letting the students work independently on the iPad would give them to focus on the subject matter closely, and they could ask questions if they ever get stumped on s specific content.  Independent work in math helps students develop the algebraic concepts by fully focusing on the process of solving for the variables, and figuring out which steps to take next.  This specific application would be extremely helpful in reinforcing the skills they learned on paper in the classroom.

Pedagogy-Content

I would make sure that the students got a lecture of the algebraic concepts that they need to know to move on to the next level of math.  They would need to be fully taught the content before using the iPad to practice. The students at Clay Batelle have used iPads in their classes before, but I have never seen them use them in their math class.  After being taught the content of the math concept, students could move to iPads for practice.  I would only be hesitant to let them practice on the iPad if they couldn’t figure out how to solve for “x” on paper, which they have to do on their exam.

Technology-Pedagogy

This application exercise would require students and instructors (myself and my mentor teacher) how to use an iPad.  The iPad is not a toy in this sense, it is an instructional tool/aid.  I would make sure that the students arent’ opening other applications or folders (as the seminar leader warned us) and that they were staying on task.  Students would learn a great deal about how using an iPad is very beneficial in the classroom when used correctly.

Technology-Content

The Algebra Application would reinforce the students understanding of solving for variables and figuring our word problems using distance=rate x time.  Using the iPad to practice the learned content would be extremely beneficial, as I mentioned earlier, because it would give the students an interactive, more independently engaging representation of various algebraic questions.  Students would definitely be excited to switch up their skills practice and use the iPad to execute math exercises and mini-quizzes.

Technology Reflection Assignment

Description/Experience


During this past seminar, we were presented with a couple different technological resources that we will be able to use in the classroom. The main one presented to us was a resource that a teacher at my PDS (Clay Batelle) uses in her classroom. This interactive site is called Edmodo, and it’s a place that students and teachers can log on and post assignments, discussions, and questions about the class. It’s essentially a social network site for the classroom.

Application

Although my concentration is Social Studies, my mentor teacher is a special education teacher who works in collaborative classrooms, and has one English class with her special education students. One lesson I could do in the English class is have the students write an autobiography. They are learning about auto biographies right now, and writing their own would be extremely beneficial in mastering the content. Using Edmodo, I would post a questionnaire to the students and have them answer all of the questions (about their lives) in list format by a certain date. Then, I would have them post their autobiography to the site for everyone to see. Lastly, I would have them give feedback to each other’s papers before handing them in to me.




The learning outcomes would be beneficial to the students because they would teach these special education students the importance of handing assignments in on time and it would also help them get an early start to their paper. Handing pieces in before the whole assignment is due is helpful to students who are learning the writing process. Students would also learn from their peers comments. Peer editing is always helpful in the writing process. The teacher would oversee all of the discussion, peer comments, and editing.

Reflection

Pedagogy-Content: 

I would convey the content to them by modeling the way. I would post my own answers to the questionnaire and I would post my own autobiography. Teaching them what an autobiography is by showing them an example is the best way to convey the content.




Technology:
Using Edmodo makes the students interact with each other and use each other’s work as an example. They are able to interact, learn about each other, and learn about the writing process. Peer editing is a concept that would be used in this assignment, but the students would be doing this all online, and not on paper.

Technology-Pedagogy:
The students would use computers or iPads to complete this assignment. They would be learning not only about the writing process, but they would be learning about computers/iPads, social networking, and peer editing. This technology makes all of this possible. They would be learning by experience, by diving in and figuring out the technology and using it to construct a vibrant autobiography.



Technology-Content:
This assignment uses technology (Edmodo) in a hands on way to learn the content (writing an autobiography). By using Edmodo, students are exploring the process of writing an autobiography and they would be interacting with other students online to further understand it.