It’s really been a while. I should have worked on this blog earlier, but life has really been hectic! I have my first microteach tomorrow, so a majority of my time has been going into that. Other factors include getting a new kitten (who is currently in midst of a dominance battle with the original kitten) and the fact that today is the one year anniversary of putting my dog, Montana, to sleep. It’s just that time of year where it gets emotional and crazy.
Anyways, today I get to talk about the 1:1 laptop and tablet initiative, which is pretty exciting. A lot of kids in the elementary school I’m shadowing in get to work on computers and tablets for different skills. I haven’t had much experience watching them, but it seems like an effective learning tool.
In the readings assigned this week, Dirksen offers suggestions of how to design to promote student skill development and also implications of the design of physical and virtual spaces (environment) on learning. As 1:1 laptop or tablet adoptions are becoming increasingly popular in school districts across the country, I would like for you to imagine your future classroom in a 1:1 classroom. Using concepts from Dirksen chapters 7 and 9 and reflecting on your own experience, what will your general approach be to integrating these tools into your pedagogy in a way that promotes student learning?
I have now graduated and am now in a classroom that upholds the 1:1 laptop initiative. I have to figure out how to integrate the technology into my classroom, and I’m eager to. I am so excited to have technology in my classroom, it will make learning just a tad bit easier. Of course, we won’t use technology all of the time. I plan to have learning classes first, where we have interactive learning opportunities and things that the children can do with their hands. However, as Dirksen mentions in our reading, a lot of learning experiences say that they are trying to teach a skill when all they really are doing is introduI have now graduated and am now in a classroom that upholds the 1:1 laptop initiative. I have to figure out how to integrate the technology into my classroom, and I’m eager to. I am so excited to have technology in my classroom, it will make learning just a tad bit easier. Of course, we won’t use technology all of the time. I plan to have learning classes first, where we have interactive learning opportunities and things that the children can do with their hands. However, as Dirksen mentions in our reading, a lot of learning experiences say that they are trying to teach a skill when all they really are doing is introducing it. There have often been times in my education when teachers introduced subjects, but beyond a tiny bit of homework the only other time I would see it was in a test. In my classroom, I plan to have our introductory lesson, but I also plan for students to be able to practice their skills on their laptops. This way, if a student has issues with certain topics, they will be able to practice on their own. The more practice the student has, the easier it will be for them to recall the information- as the book shows, it takes a lot less energy to recall practiced information than to try to use it when you haven’t practiced. The area in which I imagine the most practice would be needed is math, probably because I was a problem child when it came to Geometry. One day I wouldn’t pay attention and I’d be lost due to there being no practice. I really related with the hill that Dirksen brings up- if a student isn’t offered some time to digest the information, it’s like biking up a huge hill. The better approach is to offer small amounts of information at a time, allow for practice, and then move on. With a laptop, my students will find it easier to access the website and practice at their leisure. I hope to have free time to study on their own topics. Particularly if review is in the format of a game, students will be more motivated to practice their assignments using their laptops at home as well as at school. More frequent practices mean that the students will be able to retain the information better and recall it with more ease. Another benefit to computer programming would be the access to feedback that the children would have. With a game, the students can immediately see what they got wrong, how they got it wrong, and how to improve. If they had normal paper-and-pen homework, they would have to wait until the teacher (which would be me in this circumstance) graded and returned it before even knowing if they were correct or not. This feedback shouldn’t replace the teacher entirely- Dirksen mentions “follow-up coaching” in her book, and I believe that is what I will be. I will make an online forum so that students could ask each other for help- scaffolding- but I would also review with the students in class and make sure that they are not lost. I also love the idea of “training wheels” that Dirksen mentions in chapter nine. Dirksen talks about job aids- things that help people with their work- and that is exactly what technology will be in my classroom. The games and programs accessed through the laptops will help guide the child to their knowledge. They will also act as “guard rails”, letting a student know if they fully comprehend the information correctly. cing it. There have often been times in my education when teachers introduced subjects, but beyond a tiny bit of homework the only other time I would see it was in a test. In my classroom, I plan to have our introductory lesson, but I also plan for students to be able to practice their skills on their laptops. This way, if a student has issues with certain topics, they will be able to practice on their own. The more practice the student has, the easier it will be for them to recall the information- as the book shows, it takes a lot less energy to recall practiced information than to try to use it when you haven’t practiced. The area in which I imagine the most practice would be needed is math, probably because I was a problem child when it came to Geometry. One day I wouldn’t pay attention and I’d be lost due to there being no practice. I really related with the hill that Dirksen brings up- if a student isn’t offered some time to digest the information, it’s like biking up a huge hill. The better approach is to offer small amounts of information at a time, allow for practice, and then move on. With a laptop, my students will find it easier to access the website and practice at their leisure. I hope to have free time to study on their own topics. Particularly if review is in the format of a game, students will be more motivated to practice their assignments using their laptops at home as well as at school. More frequent practices mean that the students will be able to retain the information better and recall it with more ease. Another benefit to computer programming would be the access to feedback that the children would have. With a game, the students can immediately see what they got wrong, how they got it wrong, and how to improve. If they had normal paper-and-pen homework, they would have to wait until the teacher (which would be me in this circumstance) graded and returned it before even knowing if they were correct or not. This feedback shouldn’t replace the teacher entirely- Dirksen mentions “follow-up coaching” in her book, and I believe that is what I will be. I will make an online forum so that students could ask each other for help- scaffolding- but I would also review with the students in class and make sure that they are not lost. I also love the idea of “training wheels” that Dirksen mentions in chapter nine. Dirksen talks about job aids- things that help people with their work- and that is exactly what technology will be in my classroom. The games and programs accessed through the laptops will help guide the child to their knowledge. They will also act as “guard rails”, letting a student know if they fully comprehend the information correctly.
