Technology can bring students virtually a "world of knowledge." Each year there is an increasing amount of outstanding websites that can help bring the world into the classroom. Utilizing these resources, movies, and interactive sites make learning come alive for students. Students can visit places far from their everyday lives and begin to see the world as a larger, connected community of different people.
According to Ms. Adams, students are becoming very comfortable with technology, even at third grade! They are surrounded daily by technology at home with their games, internet, and cell phones. Even their stuffed animals have websites! Communicating and learning through technology will be increasing, so as educators, we need to utilize and infuse these resources to keep students engaged in learning.
How have your students benefited from technology infusion?
This year I have a student who is blind/visually impaired. The student’s computer is networked to my computer so that the lessons presented on the SmartBoard can be seen at the student’s desk. Because of this need, most of my lessons, everything from the morning message at the beginning of the day to homework assignments at the end of the day, are now presented on the SmartBoard through the computer.
One of the benefits of this use of technology is that students ask to go back to previous lessons or ideas that we have saved so that they may refer to ideas that were generated at an early time. The students look back to see what they knew before they started a unit and then see what they have learned at the end of the unit.
Another benefit of technology infusion is that students work on interactive sites which draw them into the lessons. Often times these sites are seen as "games" by third graders. With interactive diagrams, graphics, and sound embedded in the lessons the students understand more complex concepts.
Are there specific structures you feel really make a difference?
Ms. Adams feels her role in the classroom is a facilitator who provides structures for students so that students have choice in their learning. Using daily schedules and activity sheets are two structures which allow students to make choices within the classroom. Giving students choice and the ability to make their own decisions, (even though sometimes students may have to try, fail, and try again before they succeed) really makes a difference in the students’ learning. Most students are empowered when they get to choose the activity that suits their learning style. Choice creates an environment where students become independent risk takers who are motivated to learn which, in turn, builds confidence. With heighten interest in learning, students realize they can be successful without a teacher directing them every step of the way.
How do you incorporate the Ten Principles into your classroom?
Ms. Adams tries to incorporate all Ten Principles into the units that the students work on. She always starts with felt need because students in third grade will often ask "Why are we learning this?" She does
not want to tell them, . "Because you need to learn it for a test." Ms. Adams wants students to be interested in learning about a particular unit so that they connect the knowledge that they learn to their lives and value it as being important. Problem based learning can be powerful. It allows children to make decisions and build a love of learning and questioning about the world.
Can you describe one or two of your favorite technology infused units?
A Native American Unit at the end of last year was very successful. Students were asked how they would like to present information that they were learning. The students came up with the idea of having a Native American Museum that would be presented to other students and to their parents. Three different native cultures were studied. Students choose what they wanted to research for these cultures. After choosing what they wanted to study, students decided if they wanted to research in a group, with a partner or as an individual. They picked from an activity list ways to present the information in the museum. Students became so excited about this unit that they were going home and doing extra research and projects on their own. What more can a teacher ask for?
Another unit was a Flat Stanley project which was a cross-grade level unit. Our class worked with Ms. Benedict’s fourth-grade class. One third grader and a fourth grader were partnered for reading the book. These partners were then responsible for one job in a literature circle per day. Students meet and discussed Flat Stanley as groups which provided collaborative learning. After the literature circle, students logged onto a Wiki website to "blog" their responses to questions posed by the teachers. Students loved responding to text using this technology. They could see what other students in their group had written and respond to that, too. Using a Wiki was a way to respond to text that was engaging. An added advantage to blogging on the Wiki was that students could continue to respond to the text at home. Students wanted to do more homework! WOW!
How have students responded both socially and academically to technology infusion?
It is very important to Ms. Adams that her students love to learn, and using a computer is very motivating for students, especially in third grade! Working on the computer or SmartBoard is seen as "fun." Students don’t realize that they are actually engaged in a lesson.
Ms. Adams feels that "Computers are a "magnet" for collaborative learning." Students will often work together on one computer to complete an activity. This coming together builds a sense of partnership between learners. Students support one another in their learning.
Technology brings students together. Socially, students are more accepting of differences between one another. Students start to build on their strengths and accept coaching from their peers in areas that they need help. In the classroom, we talk about how, as learners, we are all good at many things, but that we each learn in a different way and at a different rate. Technology supports this differentiation in learning and helps students to feel academically successful.
What upcoming activities are you looking forward to trying with your class?
Currently, Ms. Adams is working on a unit in sound for Science which she wants to weave together with a unit on Pioneers in Social Studies. Students will study old radio plays and then read and write their pioneer plays on the computer. Later, a radio play, or screencast with sound effects on the Oregon Trail will be performed by a cast of classmates that will be recorded and hopefully pod cast. This is new technology for her, so she will be learning along with the students!
What do you think are the most important computer skills for your kids to acquire?
In Ms. Adams’ opinion, in third grade the most important skill is keyboarding because this impacts all of the work that students do on the computer. Another important computer skill is for students to become good judges of what they should watch, read and work on while on the computer. They need to understand that some information on the computer is reliable and credible while some is not.
How do you plan units to make technology an integral part?
Technology is an integral part of many units for Ms. Adams. For most units she uses a backwards design, thinking first about what knowledge she wants the students to take away with them at the end of the unit. She wants to know the questions that should be answered after the students have studied the topic. In this way, she can build a unit then match the type of technology which would best support and enhance the goal at the end.
What do you value about teaching with technology?