February 2013 In this issue: Jennifer Dunn: Keeping learning real and fun with online games and videos, page 2 Jason Burke: Using technology for reflective learning, page 2 John Willis: Engaging learners with studentcentered activities, page 3 Sally Southerland: Lighting a “fire”in the classroom, page 4 Click on this icon to see a video of the featured educator. Click on the teacher’s name in each title to go to a web page about the teacher.
Welcome to 2013! If you entered the new year resolved to find new ways to engage your students, to share ideas with colleagues, and to incorporate new technology tools into your classroom, our eCLASS team has good news for you! “eCLASS Innovators” is a new publication for teachers that focuses on teachers... Specifically, those who are using technology to enhance teaching and learning. As we all know, technology is great; however, it really is the teaching, not the technology, that matters.
Each issue of “eCLASS Innovators” will spotlight teachers who have found meaningful ways to use technology in the classroom for instruction. “Innovators” will be a resource through which teachers can share ideas and pick up pointers as peers offer ideas on what works in their classrooms. The interactive nature of this publication will provide you with a snapshot of what colleagues are doing, links to videos that show you how technology tools work in their classrooms, and web resources that you might consider using in your classroom, as well as a link to our eCLASS Innovator web page that provides more information and details on each highlighted teacher. So, read, enjoy, learn, and innovate! And, be sure to provide us with feedback about this publication, along with what is working in your classroom. Who knows? You may be one of the teachers featured in our next issue!
Jennifer Dunn, 5th Grade Math, Pharr ES Online games, videos keep learning real and fun How are you using technology to engage students in their learning? I use technology every day through my Mimio and math technology station. Each week, the students have a different task to complete at the math technology station. Whether it be an online game or creating a video, the students do something with technology. I also use my Mimio for all my math mini-lessons and as a station during our Guided Math. In addition to the technology station, I have a song of the week and a help section on our class website. The students always listen to the song of the week during transition and also have the videos for extra practice at home.
Effective uses of technology? I love for my students to create websites to display their math thinking. One of my favorite lessons is when students design their own room. Students use the entire month to design a room for someone deserving a room makeover. They start by measuring the room and finding the area of each wall, calculating the paint cost, and determining colors. Then they move into “buying” stuff to furnish the room. With an imaginary budget of $2,500, they use the Internet to shop, calculating costs and taxes. Next, they move into floor plans and area models. Finally, they create a 3-D model to scale of their room and items. All of these things are posted on the student’s individual website which includes HyperSnapped pictures and uploaded documents they use during a class presentation. Find resources on Jennifer’s class website...
https://sites.google.com/site/5thgradetechnologystation/ Click the inset image above to watch a video made by the Meyer Levin School for Performing Arts in New York City. In the video, ICT/CTT classes 622 and 624 perform a “Gangnam Style” parody to teach long division with decimals.
Jason Burke, 5th Grade, Jenkins ES
Technology motivates students to show what they know Effective uses of technology? Students are motivated to show what they know when they use technology. They take ownership and are excited to share their work. I regularly use Kidblog and Wallwisher to allow students to respond to what they are learning. The students use these programs to respond to essential questions in reading, science, and social studies.
John Willis, Physics and Engineering, Gwinnett School of Mathematics, Science, and Technology Student-centered activities engage learners How are you using technology to engage students in their learning? I believe, above all, that teaching and learning must be student-centered and involve critical thinking. Therefore, all technologies that I integrate into my daily lessons are used with that in mind. For example, I use the flipped model in order to increase the amount of time students spend collaborating with peers and learning with higher levels of cognition. Traditionally, teachers disseminate information during class which requires only the lowest levels of cognition for the student, then require students to complete homework assignments that typically require the use of higher levels of cognition. The flipped model has simply changed that approach so that students use low levels of cognition that are required to learn information through dissemination for homework while higher levels of cognitive abilities are used at school where they have an expert, the teacher, readily available to guide the students. As part of this flipped classroom model, I use a variety of technology that enhance pedagogy, such as stu-
dent autoresponders, silent videos, and studentand teacher-made videos. How do you use autoresponders to drive instruction? Physics has many difficult concepts that are counterintuitive. I have to be very careful on how I present material, especially when students have prior knowledge, because they believe they have mastered the content when, in fact, post-test scores will clearly show they have not. As a proponent of the flipped model, I am cautious about when to use videos to introduce new material because students may gain a false sense of understanding and retain an even deeper embedded misconception. Therefore, I prefer to introduce difficult concepts with demonstrations or labs using student autoresponders that will clearly uncover misconceptions so the students are cognizant of what their understanding is coming into class compared to their understanding when they leave class. For more on how I use student autoresponders to engage learners and increase understanding see the video and my “eCLASS Innovator� web page.
Students of this generation are passionate about collaborating, sharing, and publishing in the digital environment. This is wonderful for teachers. I would argue that it is easier to have students think at the highest levels on Bloom’s Taxonomy by simply providing students with opportunities to demonstrate new knowledge using a technology platform that they are inherently motivated to use, explore, and produce.
Sally Southerland, 1st Grade, Chattahoochee ES
Lighting a “fire” in a BYOD pilot classroom How are you using technology to engage students in their learning? In my class, students enjoy using the Mimio for whole-group lessons, Guided Math rotations, and literacy rotations, and to research topics before they go to the media center or to the computer labs. As a BYOD, or Bring Your Own Device, pilot class, we have just begun to use Kindle Fires in the classroom for reading non-fiction and fiction books in reading groups. Using the Mimio, Kindle Fires, and student work stations, my students can research an animal for their report without leaving the room. We are currently in the middle of a project on penguins that calls for students to read fiction and non-fiction books
and then create life-size penguins based on their research. They also will use what they learned through their technology-based research to write a paper about penguins.
What evidence do you see in your classroom that your use of technology has improved learning or increased student achievement? I see students engaged and conversing about what they are finding. They are not fighting over the devices; they wait their turn. The students in reading groups can choose a book of their choice to read on the Kindles when normally they would all have the same book. The eight Kindles and one tablet in the classroom are always in use.
If you’re doing exciting things in the classroom through technology, or know someone who is, submit a story idea to eCLASS_innovators@gwinnett.k12.ga.us. “eCLASS Innovators” is a publication of the eCLASS Transformation Team and is produced by the Department of Communication and Media Relations.
As part of the eCLASS pilot, schools in five clusters— Archer, Berkmar, Duluth, North Gwinnett, and Shiloh— may elect to allow some students and teachers to use their personal devices to access the Internet through the GCPS network. BYOD decisions for each school are based on their specific instructional needs and how students’ devices will support those needs. To date, 14 schools are extending student access to technology through the district’s BYOD pilot. Click here to learn more about this eCLASS initiative.
It is the policy of Gwinnett County Public Schools not to discriminate on the basis of race, color, sex, religion, national origin, age, or disability in any employment practice, educational program, or any other program, activity, or service. Gwinnett County Public Schools 437 Old Peachtree Road, NW Suwanee, GA 30024-2978 678-301-6000 www.gwinnett.k12.ga.us The mission of Gwinnett County Public Schools is to pursue excellence in academic knowledge, skills, and behavior for each student, resulting in measured improvement against local, national, and world-class standards.