Launch into Learning
Tuesday, January 20, 2015
Wednesday, January 14, 2015
Teacher Interview
Name of Interviewer: Sandra Garofano
Name of participating school: Lowell Community Charter
Name of Participating Teacher: Marie B. Date : 1/9/15
Response to this interview (please check one)
___ Classroom (face to face) _x_Phone ___Skype
___ Facetime __X_ Email ___ USP
Directions, please answer the questions in the most brief and accurate manner.
- What is your understanding of the benefits of using technology in your classroom setting?
In early education, it is hard to say the benefit because they are just beginning their technological journey. And so are we, as teachers in the field for many years. Children are coming into school with previous experience in technology such as knowing how to use a cell phone, ipad or tablet although they can use their fingers to maneuver the cursor icon and make it go to the place they want it to go, children in my age group do not know how to use the keyboard, for the most part. By using the keyboard children learning letter and numeral recognition. I have children that struggle to stay on task but put them in front of a computer and they can complete and extend tasks.
We have used the computer to look up information to parts of lessons as a large group and as small groups. In one lesson unit we were learning about hot air balloons and the children wanted to see a real one, so I got online and connected to a video resource and children got to see a hot air balloon ride in action. So, technology can be used as a resource to extend and enhance a lesson.
- What is your concern(s) (if any) of using technology in your classroom?
In my classroom we used the standard computer software programs. It is safe, so we do not have to worry about what students are going to encounter it is all controlled. but, we just got new equipment that allows for more exploration to certain websites, but it’s still controlled.
- What types of technology do you feel is beneficial to your classroom age group?
I have a mixed age group of 3-6 year olds. There are many differences but many sameness. Children are learning a different levels and with technology the teacher can challenge learners to get them in a higher order of thinking and also support the children that struggle in their learning.
We use the whiteboard for large group learning and practicing skills,and we have two computer stations within the classroom that can be used for up to four children. We also have two Leap Pads from Leapfrog that children can use interactively or on their own to support pre reading skills and more.
We recently obtained two ipads for the classroom and two ipods that children can use for music library, games and interactive reinforcements to help children achieve. Some of the websites I use and like are abcmouse, starfall, that is a great resource for phonics.
- How does technology use address all learners in your classroom? I use a variety of software and some online programs. I have students of various language capacity such as spanish speaking, cambodian, portuguese, and others. So a program of supports like , http://essentialskill.net/products/kindergartenell, and www.orchardsoftware.com ,where children can listen to stories, and interactively respond but is focused on spacific areas of achievement. Also, the school has programs we use for support.
- How do you rate your school’s technological support for teaching staff? (On a scale from 1, poor, 2 fair, 3 could use improvement, 4 very good, 5 supportive and knowledgable)
1
Poor
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2
Fair
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3
Could use Improvements
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4
Very good
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5 Supportive and Knowledgable
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For the most part , we could always use improvements. Just like I am a teacher but if i do not continue to educate myself on the upcoming data/statistics, and gain training and education...well, then, shame on me for not making myself aware.
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In the boxes provided, give a brief elaboration.
6. What do you see as way of a challenge for students of the 21st century?
Challenges change almost on a daily basis! As does, our 21st century learners. However, students in middle to High school years seem to have it most difficult. They are up against the social media that is changing on an almost daily basis. Along with that, school work sites are constantly moving to new levels (to test one’s social and technological abilities? ) Care must be taken on all levels to promote a healthy, rhythmic transition that allows for continued evolvement.
But, I think a challenge is within the teachers themselves. Some teachers can embrace the use of technology but others can’t or don’t know how to. I know, sometimes I struggle!
7. Is there anything you want to change in the current school system in way of technology use?
There is plenty to change or needs to be changed within the whole system! However, technology use is still developing and we are learning as we go along. I am not an expert on technology and for the most part I am learning with my group of children, sometimes they are instructing me!
8. You are an early educator? Why are you interested in the later school learners?
Because learning, it all begins here! In preschool and kindergarten!!... but it seems we have lost what and how students learn that is most productive to them when they get to older grades children stop exploring, maybe because we teach that way? More emphasis should be on keeping the students engaged. yes, technology helps.
In the discussions and a brief observation I got a sense that this classroom was involved in technological advances at their own pace and as a group. Some of the children used the standard computer software programs that were based on thematic unit already in process for a concentration on Language arts and math. Then there was the individual iPad used when a music lesson was in session and the teacher Ms.Marie B. used a site on the ipad to teach a song related to their thematic unit. Two children used a program for guitar along with a real child’s folk guitar (for play) . In the reading area one child used headphones to read (listen)quietly to himself, Ms.Marie B. stated that he is “catching up” on phonics skill.
I believe that in this classroom children were able to explore individual interests in technology and instructed use of technology. There was also interactive play and choices for all children. And most of all they were having fun.
Lesson Plan- Sandra Garofano Make and Fly a Kite Grades K-2
Big Idea: To
understand that there are forces that affect flight: Drag, thrust, lift, gravity. Object only fly when the upward force of
air (Lift) is greater than the downward force (gravity). Moving air is called wind.
*This is a part of a larger unit that student will explore lasting a
week to several weeks.
Essential questions: 1. What
is needed for a Kite to fly well? 2.
What other forces affect its flight?
(Gravity pulls it down; drag pulls it back; thrust make it go forward;
and lift keeps it in the air) 3. What are the advantages/disadvantages to the
different types of paper? (heavier paper may weigh it down, it may not rip as
easily)
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Title: Make and Fly A Kite
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GSE’s/GLE’s/Frameworks
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SPS1– Scientific Inquiry and
Critical Thinking Skills (INQ)
MAKING
OBSERVATIONS AND ASKING QUESTIONS
S:SPS1:2:1.4 Ask questions that lead to exploration and
investigation as a result of working with materials.
DESIGNING
SCIENTIFIC INVESTIGATIONS
S:SPS1:2:2.1 Select tools and procedures, in a purposeful
way, to explore objects and materials
S:SPS1:2:2.2
Suggest a plan and describe a sequence of events for conducting an
exploration.
S:SPS1:2:2.3
Predict how changing one part of an exploration will affect the outcome materials
and objects.
COLLABORATION
IN SCIENTIFIC ENDEAVORS
S:SPS3:2:1.1
Work with a partner to accomplish a specific task.
S:SPS3:2:1.2
Take turns.
S:SPS3:2:1.3
Ask questions of others about their work.
COMMUNICATION
SKILLS
PS3: - The motion of an object is
affected by force.
1. Forces
2. Describes and demonstrate that
things close to the earth drop to the
ground unless something supports them.
2. Motion:
1. Describe the many
different ways things can move, such as in a straight line, zigzag, circular
motion, back and forth, and fast and slow.
2.
Describe and demonstrate how the position and motion of an object can be changed by applying
force, such as pushing and pulling, and explain that the greater the force,
the greater the change.
M:G&M:K:1, M:G&M:1:1, M:G&M:2:1
Uses properties,
attributes,
composition, or
decomposition to sort or
classify polygons (triangles, squares, rectangles,
rhombi, trapezoids, and hexagons) or objects by
using one non-measurable or measurable
attribute; and recognizes, names, and builds
polygons and circles in the
environment
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Objective
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Students will work in groups of 4. Students will discuss, research, design,
and then construct a kite using various materials provided.
Students be able to name their Kite, and describe why they chose the
materials.
Students will be able to discuss and predict how long their kite
will stay in the air.
One students
will demonstrate their kite flying, another will take a video, another will
take pictures, and one will be time keeper and the teacher records time.
Students will compare and explain why kites
flew and why not, what forces had an effect.
Students be able to document and rate materials used.
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Materials
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Computers, Ipad (for research) Variety types of paper for the Kite
body (newspaper, tissue paper, wax paper, bulletin board paper, foil) wooden
sticks (for frame, foundation) Crape paper, rope (thin, braided), cloth
strips, yarn(for tails) String (thin, thick) to attach to the kite,
paperclips, flower wire, tape(scotch, masking tape) to attach the holding
string to the string on the body of the kite.
A hole puncher, ruler, scissors.
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Anticipatory set
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Teacher and students create a list of questions on a chart.
1. What
we know about kites?
2. What do we want to know?
3. What have we learned
about kites?
The first two are
discussed and a list is made. The last
question will be revisited after the assignment.
Teacher shares a video of Kite
making and flying on www.pbs.org/dragonflytv/show/kites.html
Teacher and students discuss what they saw on the video, what type of
kite design did they use in the video and why? How did the shape affect the
performance of the kite flying? What was used that you did know about?
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Procedures
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Teacher assigns a color to each child, when finish teacher calls
children of each color to form groups.
Teacher informs students of directions:
1. Each group is to research a
kite design using computer or iPad
2. Gather materials (provided)
3. Construct
the chosen Kite design: using materials, students will, trace and cut their
design. Measure, cut and attach tail in what material they have chosen,
attach the string to the body of the kite.
Upon completion each group will discuss how they researched, why they
chose their design, predict how long their kite will fly.
Teacher and groups will go outdoors to “test” the kites (weather
permitting) The teacher has one group go at a time.
1. Student is the “flyer”
1 student video tapes event, 1 student takes pictures, 1 student is the time
keeper and teacher records the time on iPad.
Teacher will ask questions while the kite flying is in process (as part of the assessment ).
1. What happens when the kite was pulled?
2. How did thrusting affect the kite?
3. What gave the kite the "Lift"
4. What make the kite fall to the ground?
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Closure
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Students will discuss their kite performance and complete the last
question on the list.
As a group
students will reflect through discussion and in their online journals, create
a kite information page to document their understanding that object fly when
the upward force (Lift) is greater than the downward force (gravity).
Wind is a force that keeps
things in the air. Students will be
able to understand that thrusts and drag affect flight.
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Assessments
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Teacher will observe each group to see if they are actively involved
and attentive in the task. Through
questioning each group the teacher will observe deeper understanding from
students.
Student work will be documented through, video, pictures, deeper
understanding will be observed through student journal writing and
discussions.
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Fly the kites another day to compare the results.
Adjust kite design and test
Discuss how different types of weather would affect kite flying such
as a hot and steamy day, rainy, snowy day.
Students can make individual kites
Use Kite making online games: http://www.primarygames.com/arcake/skill/kiteflying
Online kite design: http://www.9kites.com/index.html
Teacher choose design templates ahead of time, have groups choose to
allow more time for construct.
Teacher create step by step Rubric for students to follow
Pictures of various Kite styles and parts of kites
Sample of real kite (see picture), for student to explore before
building their own.
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Resources
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Thursday, January 1, 2015
Gowing Up Online Video response- Sandi Garofano
Sandi Garofano
#5. Do parents have
any today have any idea of what their kids are doing online? Whose job is it to
teach safety?
Parents/School/Government/Community?
Frontline “Growing Up Online” www.pbs.org/wgbh/pages/frontline/kidsonline/view
Digital Nation- Follow up, www.pbs.org/wgbh/pages/frontline/digitalnation/view
After viewing the video “Growing Up online”, I thought about
my years as a teen and the exposures to various things that I did as a teen
that parents may have considered dangerous or irresponsible. But we as teens thought them as ways of
expressing ourselves, gaining our autonomy from authority figures, making
decisions for ourselves whether right or wrong it was how we learned about our
world.
Although thinking back, my world was much smaller than it is
now. I had my immediate community, few close
friends, hung out at one another’s homes, or the only city park, and neighbors
that kept an eye on you and told your parents anything you did wrong. But now,
in the 21st century our world has grown far past our own backyards
and seemingly safe communities. We have grown distant within our own
communities yet, we are interconnected in a broader sense through digital media
at any time of the day or night.
The video brings up some real concerns, children are able to
expose themselves in any way they want and most parents do not even know what
children are doing online. The digital
age has given children a way to become whatever they want including creating a
pseudo-persona that could allow a teen such as the girl Tiffany, age 14 to
create a world that she could fit in, right in her own bedroom, to express
herself in and be accepted in when otherwise in her true daily life, she did
not fit into and felt that she didn’t belong. Her parents did not have a clue.
The online world is
also a constant so as not to have reprieve from the evilness of others that can
torment a child through cyberbullying which it expressed in the video, has led
to children taking their own lives because they could not get away from the
bullying or to predators.
The
real concern is there seems to be no way to monitor and control what children
are doing online. Or is there? As a
parent of now grown sons, I made it my concern to know what my sons were up to
and involved in. They learned the difference of right and wrong behaviors early
on. What was socially accepted behaviors and not. They also had to learn consequences for their
behaviors. It was my job as a parent to
give them the tools early on and continue the hard and seemingly endless fight
to follow through with conviction so my sons would become good citizens in the
future. I believe that all children
will test the limits, and explore risky behaviors, it’s the course of
nature.
I see children that
have too much freedom and lack responsibility for their behaviors. What I see and experienced, is that parents
need to be involved on various levels with their children especially in the
teen years. Too many parents are unaware
for many reasons, parents are busy themselves perhaps with their jobs, high
stress life, lack parental control, lack patience and follow through.
In the video the mom
of the Skinner family was very involved by trying to control where her children
used the computer, serving on the parent board and even bringing awareness to
together parents of an event that caused her son to become angry at her for
“ruining “ his school social life. But,
she as parent understood that it is her responsibility as a parent to teach,
guide, and protect her children and others.
Growing up online is
a great opportunity for our children and yet a dangerous one. Children are joining social media at a
younger age and are smarter than most adults because they have been immerged in
various media and can be taught proper online safety and edict from their
parents and in school. Schools can
monitor its programs by educating the teachers and students and placing monitor
system to base where students are going on the internet. This is especially needed
for the middle school age because they are still developing social skills and
should be monitored more closely. In High school level, should be some
monitoring to make sure students are using approved sites. But
ultimately, parents should be the monitors of their children’s online activity
and social media and keep a constant presence and communication with their
children and their schools.
Sunday, December 28, 2014
Vision of Technology Intergration
Vision of Technology Integration- Sandi Garofano
I
remember when I was in fourth grade, our teacher asked us to write about and
draw how we envision out future with technology. I, much like many of my peers, wrote about
living much like a popular cartoon at the time called “The Jetson’s.” I wrote
about my home built high off the ground sphere like in formation, flying cars,
and moving walkways to take me to school; another sphere shaped building set up
with rows of desks but our teacher was a robot and she stood in front of a
large TV screen that fed us lessons each time she pressed a button on her
chest. Our desks were high tech with
buttons to push to answer tests. We
still had homework and books, we were “fed” information through lectures and
watching the big TV screen. We still took tests to prove our understanding, and
the classroom environment was the same.
Now, forty six years later here I am asked almost the same
question. What I see and understand is there
is an infinite vision that knows no bounds. The world has progressed into a
global community. Even the structure of
our education system is moving beyond the traditional pedagogy of lectures and
direct instruction to interactive and collaboration.
Thomas Friedman, a
New York Times columnist explains in a you tube presentation at Yale University
in what he calls the “Flat world theory”, www.youtube.com/watch?v=53vLQnuV9FY,
where he details the phenomenon of the leveling
of global economics. Freidman explains
there are three eras of globalization he catoragized as the thread of
globalization:
1.0: From
1492-1800’s, that shrunk the world from large to medium with the dynamic agent
being the countries globalizing
2.0: From the 1800’s -2000, that
shrunk the world from medium to small with the dynamic agent being companies
globalizing
3.0: From 2000- to the present, that
is shrinking the world from small to tiny with the dynamic agent being the
individual and small groups.
Why is this important and
what does this have to do with the vision of technology integration in the
classroom?
In short, with the introduction to the the Dot
Com, internet and fiber optics era, our communication and interaction in the
world has taken on infinite possibilities. Also, with billions of people
connecting and competing in Friedman’s “flat world theory” the playing field
has grown. Leaving America, as proclaimed in Friedman’s presentation, as not
ready. With new global order it puts
creative, entrepreneurial individuals in the driver’s seat and possesses new
challenges and opportunities and our students need to be prepared.
In my view, I see that the
student is already equipped with beginning tools to compete in the ever
flattening world due to their pre exposure to the internet, and many devices
that their parents are already buying and exposing their children to and can
probably teach the teachers how to use these devices. But, many teachers are afraid to use
computers and the internet because they are still learning themselves. In an ideal classroom teachers should have an
open mind while providing an interactive and student-teacher, peer to peer, and
global collaboration to learning.
A draw back to
experiencing an ideal classroom technology experience is that many of the
educational institutions are still teaching in as if we were in the industrial
era. The educational institution was
designed to get students ready for the workforce, however the workforce has
quickly changed since the computer age and the work force is demanding
high-level thinkers, problem solvers, creativity, and ability to
collaborate.
Don Tapscott author of “Grown up
Digital” elaborated in an interview with Alistair Craven, stating that in
today’s working world collaboration is important because work is more cognitively
complex, dependent on team-based collaboration, social skills and time
pressure. Thus making work reliant on technological competence and mobility and
companies are bridging teams across the world.
(Emerald group publishing p.6)
Tapscott also suggests that educational
institutions look to change teaching strategy to develop strong world workers
such as moving from a teacher-centered model to learner-centered. Thus centering the learning on the individual
and allowing for a more interactive, creating an environment with student to
student collaboration, research, discussions. With the goal to teach student to
navigate, learn and think and individualize to the learner. (p.4)
I am seeing more and more
of the importance of technology integration in all schools and especially in
the lower economic educational institutions.
Students will need to have the exposure both at home and in school in
order to prepare them for the future complex work force of the present and in
the future. I believe that to become a high achieving school and one that can
help the individual students reach their full potential to directly compete for
global employment more resources need to be invested in providing our education
systems and teachers with the trainings, technological tools and ability to be
collaborative learners as well as the students.
I envision all schools
beginning from pre-K to establish an environment rich with various
technological tools such as individual ipads and laptops, interactive mobile
devices and networking capabilities.
Students will work in small groups and individually, create/develop real
world solution within content, teachers will be active learners and
collaborators and guide the students. Students
will research in real time, connect with others from various parts of the
world, share learning experiences, exchange ideas, and continue to build their
knowledge. Most importantly the students
will become invested learners because learning is more interactive and they are
already interested in technology!
Resources:
Technology Article review-Sandi Garofano
Technology article Literature review- Sandi Garofano
Society is in a fast track with integrating technology in
the classrooms from preschooler through high school andbeyound. Leaders in the
education field has determined what and how techloogy is to be used in our
classrooms. And as quickly as technology
is implemented, it also as quickly is changing and evolving. In the not so distant past technology was
used as a source to gather supporting information of content for students
within the classroom environment. In a
short time technology support grew into an array of devices, and applications
on an individual level to an interactive and collaborative level. In education leadership the importance of
various technology is fast becoming the norm with in classrooms. But what about parents, what are their views
of technology in the classrooms?
According to an article by Jeff Dunn, “what parents want
from technology in the classroom?” From www.eduemic.com,
he emphasizes that parents are on board with using technology in the classroom
and in fact parents have or will purchase many of the devices being used currently
in the classrooms. Parents also see a
learning value to using technology; Mobil technology in the classrooms because
it is reported that mobile applications promote teaching and learning math,
science, reading and enhance children’s curiosity and creativity. In the middle
to high school years parent note of the value benefit closely relate to the
above stated and to learning languages, current events and social and digital
responsibilities.
Some concerns continue to be forward such as parents want
children to use technology in a controlled environment and have teachers guide
their learning a use of technology in the classroom. Not surprising parents of younger learners in
preschool level are more enthusiastic for the use of technology in the
classroom but parents of middle school and high school level had concerns of
using mobile media due to global interaction.
Even with the concern globally, 25% of all students between middle and
high school use mobile devices such as smartphones on a daily basis.
In an article from Young Children (2012), “Touch Tablet
Surprise” a teacher with preconceived ideas and beliefs was reluctant to
implement technology into the preschool classroom because she strongly believed
that children at this age learn through interactive play and hands-on
experience to construct understanding of their world. She thought that there would be a negative
impact on children’s social interactions if she used technology in the classroom.
Cautiously, she introduced the children in her classroom the tablet and was
surprised of her findings.
High-lighted
findings:
>Children
actually increased social skills
> It
enhanced collaboration with all children
> Some
children became more entranced to use technology
> Other children continued with
their natural exploration of the classroom using their hands-on experiences.
>The tablet became part of the
routine learning environment.
In yet another article by Leah
Levy, “Teacher’s guide to Digital Storytelling” posted by www.eduemic.com , She notes that another
learning advantage to using technology and specifically, digital technology in
the classroom setting is digital storytelling.
Moving beyond the preschool to elementary technology in the classroom.
Teaching certain concepts can be a difficult task as such as critical thinking
and writing. With digital storytelling
students can learn how to brainstorm, narrate, construct unique voices and
arguments in a logical manner and in a collaborative environment using tools
that students at this age level already have an interest in and promotes
students to reach their own creativity using apps that help students explore
interactively, edit, and create expression all their own. While learning essential skills to support
technological learning.
Resources:
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