Article #3

Integrating Technology  into the Montessori Elementary Classroom
by: Elizabeth Ross Hubbell


Out of all of the articles I have previously read this one is the most interesting. Seeing as though I have never taught in a Montessori school or classroom this article cleared up some misconceptions as well as gave me some ideas for my own classroom.

In the article the writer describes the day in the life of a student at this Montessori school. The article describes various ways that the classroom teacher integrates technology. My initial thought of  a Montessori classroom was that students free frolic and do whatever task they wanted to on their level. I'm not sure if all Montessori classrooms are this way but it was very well organized. As the student walked into the classroom her working records were on the table arranged by year.A work record is a piece of paper on which a table of subjects is printed. The teacher creates this spreadsheet in Excel and prints the child's name on it. It allows the student to know exactly where they are going for the day and the week. It also makes them aware of what specials they have and  and what subjects they can choose from. One thing that was incredible is that Spanish is considered part of the specials rotation, and these were 3rd grade students. Most students don't learn Spanish until middle school and this gives students the opportunity to be well advanced .

 The teachers are well organized and keep track of what lessons or projects the student had previously completed.  What I liked most about this article is that students in this classroom have multiple opportunities for technology integration. The student started her day with a research project using a kid friendly search engine called Yahooligans. She also had the opportunity to search for pictures on National Geographic. She knew how to copy and paste a picture into word and retrieve previous work that she had completed on the computer.

Students in this classroom have been successful in this because this skill has been modeled for the student.  In the classroom a computer was hooked to a TV screen to be used as the teacher demonstrated how to use the internet. This strategy is particularly important because students need to see skills being modeled and what they are to do when they work independently. This is a strategy that can also used with a smart board.

I also noticed that teachers had systems in place. As the student was working on the computer, other students who were interested in working on that computer could come up quietly and place their names on the bottom of the list. There were several programs students could use on the computers. They could use the computer for research, using the typing tutor, or type a story or poem. While other students have the opportunity to use the math and spelling software.

It seems as though this teacher has technology integration figured out pretty well. Students are afforded multiple opportunities to use technology in this classroom which is great. Although my classroom isn't ran like this at all there are a lot of ideas I can glean and use in my classroom for the future.

Hubbell, E. (2003). Integrating Technology into the Montessori Elementary Classroom.Montessori Life, 15(2), 40-41.

Technology Intergration Unit Multimedia Presentations

To view my PowerPoint Presentation please click on the link below. There was sound, I recorded narration but it isn't showing up for some reason.


Tech Integration Unit

Technology Integration Unit Project Multimedia Presentation Lesson Plan

Title of Unit:  Using the Dictionary

Reading Developmental Level - Advanced

Lesson Length: Session 1: 45 minutes. After motivation, groups must have time to sit together, receive their word, guess a definition and write it on the card, confirm the definition in the dictionary and write it on the card. Session 2: 45 minutes. After motivation, groups will find five more definitions as well as parts of speech and pronunciation. Session 3: 45 minutes. Librarian will show an Animoto video that she created and give students a brief tour of Animoto and its main features. Students will then create their own videos.

Lesson Location: Session 1: Classroom - Students will need space to work in their table groups, as well as access to student dictionaries. (If dictionaries are not available in the classroom, the librarian will provide dictionaries.) Session 2: Library - Students will need access to library computers for online dictionaries. Session 3: Library - Students will need access to library computers to create Animoto final product.

Students have already learned some of the basics of using a dictionary, such as the use of guide words to find the desired word on the page. The purpose of this lesson is to give students the opportunity to practice using the dictionary (once in a fun way and once in an academic way) and to share their experiences with the class using Animoto ,a Web 2.0 tool. The first session will require attentive listening, and all sessions will require teamwork. Since students are defining new, unknown words, the second session will also be an opportunity to increase vocabulary. The third session allows for students to be introduced to and interact with a Web 2.0 tool.

Purpose/Objectives/Materials/Resources/Equipment 1. Working in groups of 3-4, students will predict the meaning of one "cat" word, locate the correct meaning in the dictionary, and revise their prediction if necessary. 2. In the same groups, students will use the dictionary to identify the pronunciation, part of speech, and meaning of 5 unknown words. 3. Students will create an Animoto video demonstrating the pronunciation, part of speech, and definition of their unknown words and present the video to the class.

Chart paper Index cards List of "cat" words from What Kind of Cat Are You? by Billy Jonas Dictionaries - at least one per group Streamed Version of What Kind of Cat Are You? by Billy Jonas Classroom Computer for playing song Document camera and projector or SMART Board List of unknown words - 5 per group (each group receives different words) Library computers (for online dictionary and Animoto product) Summative Assessment Rubric (for final product)

Design Model/ADDIE Model Preparation - The teacher and librarian will collaborate to determine objectives/outcomes. The teacher and librarian will create and agree upon a grading rubric. Implementation - During session 1, the teacher will facilitate the lesson in the classroom. The librarian will offer additional assistance and help the teacher conduct informal observations on students' learning behaviors. Together, they will make a list of what groups had problems with and what groups did well. This list will serve as an informal assessment of students' dictionary skills and inform Session 2 instruction. During session 2, the librarian will model using guide words to find a specific word on a page. The librarian will also use the combined observations from the previous session to review dictionary skills with which students struggled. The teacher will assign groups 5 difficult, unknown words. The teacher and librarian will interact with small groups while they work, making observations of how individual students are participating in their group, as well as how well individual students can find a word in the dictionary. Using a SMART board or projector, the librarian will show students how to access and use an online dictionary. The teacher and librarian will circulate, engaging each group in a discussion of the differences (if any) of the online definition versus the print definition, as well as the differences in the process of using each. In session 3, the librarian will show students an Animoto video she created and give students a basic overview of how Animoto works. The teacher and librarian will circulate, providing assistance when necessary. Assessment - At the close of session 3, each group will present their finished product to the class, while the teacher and librarian use the collaborative rubric to assess each group.

The teacher will give each group a dictionary and make informal observations as the groups look up the word in the dictionary and correct their own definitions if necessary. The teacher will make a list of dictionary skills groups had problems with and dictionary skills groups did well with. This list will serve as an informal assessment of students' dictionary skills (prior knowledge) and inform Session 2 instruction. This assessment aligns with the first objective. The formal summative assessment of the group product will take place at the end of the third session after students have become more comfortable using the dictionary and the Web 2.0 tool. This assessment focuses on the second and third objectives. Using Animoto and a teacher-created rubric, students will create a short video using their 5 words and the definitions. When student products are complete, each group will present their finished product to the class, while the teacher and librarian use a teacher/librarian-created rubric to assess each group.

Standards: AASL: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. AASL: 1.3.4 Contribute to the exchange of ideas within the learning community. AASL: 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. TEKS: §110.16. English Language Arts and Reading, Grade 5, (2) Reading/Vocabulary Development: Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. TEKS: §126.7. Technology Applications, Grades 3-5, (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (A) create original products using a variety of resources; (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (A) draft, edit, and publish products in different media individually and collaboratively; (C) collaborate effectively through personal learning communities and social environments; (3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (D) acquire information appropriate to specific tasks.

Motivation: Session 1: Students will listen to What Kind of Cat are You? by Billy Jonas. The first listening session is to get students interested and excited about the lesson. Session 2: Using a SMART board or document camera, the teacher will remind students about using guide words to find the word they are looking for on the dictionary page. The teacher will also use her observations from the previous session to review dictionary skills with which students struggled. Session 3: The librarian will show students an Animoto video she created and give students a basic overview of how Animoto works.

Student-Friendly Objectives 1. Guess the meaning of one "cat" word. 2. Use the dictionary to check the guess. 3. In small groups, locate the definition, pronunciation, and part of speech of 5 unknown words. 4. Present findings to the class using an Animoto video created by your group.

Presentation Session 1:In the classroom, students will listen to What Kind of Cat are You? by Billy Jonas. The first listening session is to get students interested and excited about the lesson. The teacher will provide student groups with a word on an index card that contains a "cat" sound. Each group will guess the definition of their assigned word and write it on the back of the card. The teacher will give each group a dictionary, both teacher and librarian will make observations as the groups look up the word in the dictionary and correct their definition if necessary. Together, they will make a list of what groups had problems with and what groups did well. This list will serve as an informal assessment of students' dictionary skills and inform Session 2 instruction. Students will again listen to What Kind of Cat are You? by Billy Jonas and raise their word when they hear it. If students have difficulty, this can be repeated. Session 2:Using a SMART board or document camera, the librarian will remind students about using guide words to find the word they are looking for on the dictionary page. The librarian will also use the combined observations from the previous session to review dictionary skills with which students struggled. The teacher will assign groups 5 difficult, unknown words. Together, groups will use the dictionary to determine the pronunciation, part of speech, and definition of these words. The teacher and librarian will interact with small groups while they work, making observations of how individual students are participating in their group, as well as how well individual students can find a word in the dictionary. Using a SMART board or projector, the librarian will show students how to access and use an online dictionary. In groups, students will use an online dictionary to find the definitions of their 5 words. The teacher and librarian will circulate, engaging each group in a discussion of the differences (if any) of the online definition versus the print definition, as well as the differences in the process of using each. Session 3: The librarian will show students an Animoto video she created and give students a basic overview of how Animoto works. Using Animoto and a rubric, students will create a short video using their 5 words and the definitions. The teacher and librarian will circulate, providing assistance when necessary. When student products are complete, each group will present their finished product to the class, while the teacher and librarian use the rubric to assess each group.

Student Participation/Procedures/Guided Practice During Session 1, students will actively listen to What Kind of Cat are You? After receiving their "cat" word, each group will work cooperatively to guess a meaning for their word, look up the word in the dictionary, and make corrections if necessary. All group members will be actively participating during group work. Students will actively listen to What Kind of Cat are You? again. During Session 2, students should actively listen as the librarian gives her demonstration. Students will work in cooperative learning groups to look up their 5 assigned words in the dictionary. All students will participate in the group learning task. Students will actively listen to the librarian as she models how to use an online dictionary. Students will rejoin their cooperative learning groups to find the definitions of their 5 words in an online dictionary. Again, all students are expected to fully participate. During Session 3, students will pay close attention as the librarian models how to use Animoto. In their cooperative learning groups, students will create a short video using their 5 words and definitions. All students are expected to participate in making the Animoto video. Students should use the rubric to self-assess their work. At the close of session 3, students will be actively engaged while other groups present their final products.

Closure: Students will sit together in their assigned groups. Each student will have a dictionary. The teacher and librarian will take turns calling out words for students to look up. The first person to find the word and give the correct definition will earn their team a point. Students will play several rounds until a winner is determined. This closure activity will be an engaging activity for students. Since each student will have his/her own dictionary, the teacher and librarian can take turns observing the groups to watch for students who are still struggling so that intervention lessons can be completed at a later time.

Article Review #2

USE OF INSTRUCTIONAL TECHNOLOGIES IN SCIENCE CLASSROOMS:

TEACHERS’ PERSPECTIVES by:Funda SAVAŞCI AÇIKALIN and Hasan Ali Yücel 

 Initially this article caught my eye because it dealt with technology usage in a Science classroom. I thought it would be interesting because I teach Writing and Science and I'm always looking for ways to enhance my science instruction. My goal is to make it engaging for students by using various resources to enhance their learning. One way I try to do that is by trying to use lots of technology. 

As I continued to read the article, I realized that this particular study was done for educators who taught secondary education. At first I thought well this doesn't apply to me but I could still use the information. As I began to read more and more I found the results of the study to be somewhat interesting and relate able.

The purpose of this study was to look at how science teachers use educational technologies in their science classrooms. Within the study there were 63 teachers who had just completed their alternative certification program. These teachers were asked to create a lesson plan that included an ideal school environment meaning money not being an issue. Teachers were asked to use technology within the lesson plan and then asked to explain their reasons for using those technologies.  All of the participants in the study have a Bachelor of Science degree in physics, chemistry, and biology. Meaning that they all knew their content in which they were to teach. 

The interesting part of this all is the fact is the findings of the study. The study looked at each teacher and what types of technology they used in their classrooms. Interestingly enough the findings revealed that PowerPoint was the most used technology in their lesson plans. 46 % of teachers used PowerPoint. Among PowerPoint, 41% of them used textbooks and blackboards to teach their lessons. Animations were the least used by all participants by 10%. While 24% of them chose to use worksheets to enhance their instruction. According to the article, none of the teachers in the study used the internet, smart boards, spreadsheets, or computer simulations. These findings raised an eyebrow for me in the beginning. 

I first began to think what are the some of the factors that cause them not to use those technologies.  The first thing that came to mind was simple. The cause of using PowerPoint and textbooks was because of the content taught and the grade level. I don't teach secondary, but I assume that it's easier to have students use textbooks and follow a PowerPoint when they lecture. The findings showed that only 10% o them used animations. I was thinking hopefully that they used some of those animations within the slide presentation at least.I also wondered why none of them used a smart board or internet. The only answer I could come up with is the fact that they have a lack of knowledge due to the alternative certification. I too have an alternative certification and didn't know much about anything when I first started teaching. As the years went on I learned more about cooperative learning groups, various types of instructional technology and ways to integrate them into our curriculum. So I can see how they would revert to what they know in using PowerPoint because that is something that we are all familiar with. However, just because they are older students doesn't mean they couldn't benefit from use of the internet or smart board. There are a lot of awesome and engaging activities for older students to use on the smart board. 

One thing I know that helped me was technology professional development. It really showed me various ways to integrate technology into all subjects. Maybe this is something that these teachers could have benefited from.

 SAVAŞCI AÇIKALIN, F. (2014). USE OF INSTRUCTIONAL TECHNOLOGIES IN SCIENCE CLASSROOMS: TEACHERS' PERSPECTIVES. Turkish Online Journal Of Educational Technology, 13(2), 197-201.