Ch. 12 Reflecting on What You Know

When using technology in the classroom, it is important to think through all aspects of the activities.  Before allowing students to use the computers it is important to know exactly what you want them to do.  Teachers can do this by creating a model of the activity.  This allows teachers to not only think through the assignment, but also experience any glitches that they may not have anticipated otherwise. Teachers may find it valuable to bookmark a handful of websites or have applications already running on the computers. Teachers may also find, when introducing a new form of technology, that it is helpful to walk through the applications with the entire class several times before allowing students to use it on their own.  Many teachers may want to create step-by-step guides as a resource for students. Teachers should also prepare a rubric and other assessment tools before asking students to use technology in the  classroom.

Before students use the computer for their assignment they should have a clear understanding of the expectations.  For example, if students are to be searching for information, it is helpful for them to have a list of search terms prepared prior to sitting down at the computer. Having a rubric or checklist will help students stay organized and also provide a way for teachers to ensure that students are focused on the task rather than being distracted by the many opportunities the internet provides.

Ensuring equal computer access is a concern for many teachers, as most do not have enough computers.  Teachers can create small groups  of students in which each student has a task assigned to them.  Alternately, groups can rotate through various activities in the room together so that the entire group is using the computers at once.  This is less collaborative, but allows students time to work independently.  Some teachers may also have the option of using a computer lab or allowing students to borrow laptop computers so that each student has a computer.

Ch. 10 Reflecting on What I Know

Determining if students understand concepts can be done in several ways. In my preschool classroom I often use formative assessments to tell if my students seem to have a good grasp on the material.  If they are struggling with it or beginning to master it but are not quite there yet , then it is important for me to allow students the time, and sometimes provide tools, they may need to become proficient.  As a preschool teacher, much of what my students are learning is play-(or inquiry) based learning.  I make a habit of doing formal assessments monthly, however I am consistently keeping notes on skills they are proficient in, developing, or beginning to show pre-skills with.

 In the future, as a special educator, I can imagine that while the skills will be different, I will still be doing formative and summative assessments regularly.  As the students will be older and skills will be much less rote, it will be increasingly important for me to detect misconceptions about key information.  Formative assessments will be vital in helping me with this. While quizzes and tests are a form of assessment, I do not necessarily want to constantly test my students, as this could be very taxing for them.  Rather, by creating projects that allow students to show what they know in a relevant context, I can determine how students understand and interpret information.  It will be helpful to both the students and myself to create checkpoints where the students check in with one another and myself.  At these points I can guide students to a more correct understanding of the information.

A step in this process, in order to capture brainstorming ideas before creating written thoughts, is to have the students use graphic organizers.  I have been teaching in a technology free classroom for the last four years.  Prior to reading about graphic organizers in Chapter 10 of  Integrating Computer Technology into the Classroom I would have told you that graphic organizers are charts that students can create prior to creating their finished products.  Now, I realize that graphic organizers can be completed on the computer using tools such as inspiration.com and kidspiration.com.  Students can work alone or in groups.  The teacher can check along the way or wait to see the final product. These technologies also help students create outlines, which are particularly handy for students with special needs who may struggle with putting words to paper.    Graphic organizers are a vital step between brainstorming and creating a product.  By helping students ensure their thoughts have support and a flow, students are able to ensure their final product will be complete and reflect their understanding of information.