Over the past four weeks, since
this class has started, I have tried to utilize my classroom set of iPads as
often as possible. However, I also try to keep in mind that it is not a
necessity for every lesson. “Technology should be only be used when it facilitates
learning, and not simply as a novelty” (Cennamo, Ross, & Ertmer, 2009, p.
146). I will admit that I often find myself more occupied with finding what
type of technology I can use or what website I can use with a particular lesson
rather than focusing on the lesson and finding the right piece of technology to
go with it. That is something I will need to continue to work on.
Now
that we are four weeks into this class I am finding much more information and
many more resources available. I love getting and sharing ideas with my
colleagues. Reading other classmates’ blogs and asking for assistance has
opened up an entire new world of ideas. I have also asked my coworkers at work
for assistance. Recently a coworker shared with me Bloom’s Taxonomy for iPads.
The link can be found at http://www.educatorstechnology.com/2012/06/blooms-taxonomy-for-ipad.html.
That website has giving me many more ideas as to how I can use the iPads in my
classroom.
As
of right now I do not think I have to do a lot of modifying to my action plan.
I only have a few more days of school left and hope to use some of my summer
dedicated to my action plan. I do not plan on doing a lot of modifying, just a
lot of exploration and dedication. If during that time I find that
modifications need to be done, I will do them.
Since
this class has started, I have learned so much! One of the most important
things I have learned and hope to continue learning about and eventually apply
in my classroom are the four different types of assessment. The different types
of assessment are forced-choice, open-ended, performance-based, and project-based
(Cennamo, et. al, p. 146). Throughout the rest of this course, I hope to find
different apps or activities on the iPad that I could use as different
assessments that would provide my students with one of the four assessment
options.
As
far as new questions go, I am wondering if any of you have beneficial apps that
you have been using that you would be willing to share with me? Another thought
that is on my mind is that a lot of time and preparation spent in the classroom
is preparing our students for the ACT, one of our statewide assessments. The
ACT is a force-choice assessment. Personally, I think it is a wise idea to give
the students practice with that type of test format so they are familiar with
it. Do you thin state/nation wide assessment will ever change its format?
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology
integration for meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage
Learning.
Hi Stacy,
ReplyDeleteI know what you mean with finding a website prior to setting a goal for the lesson. As Dr. Ross explained (Laureate Education Inc., 2009), it is important to determine the lesson objectives and teaching methods before selecting an appropriate technology, but it is difficult when there are so many technologies out there to try! I have no experience with iPad Apps for students since we do not have any in our school, but I did find a blog with a list of free Apps that look worth checking out (http://theedublogger.com/2012/06/05/7-free-ipad-apps-for-educators-and-students/). The comments at the bottom of the blog have numerous suggestions as well.
I also understand your frustration with state and district assessments. Has your state adopted the common core, yet? In Maryland, we are fully implementing the standards next year, and starting to take the PARCC assessment the following year. From my understanding, the PARCC is starting to move away from forced answer responses, and more towards an open-ended response format that involve deeper thinking and text analysis (Cennammo, Ross, & Ertmer, 2009). The math test is also transitioning in that way. I wonder how this will impact high school assessments such as the ones that you administer. My hope is that with this change, along with a greater emphasis on student progress rather than one test score, the “teach to the test” outlook will also begin to change. Time will tell!
Kelly
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore, MD: Author.
Hi Kelly,
DeleteThanks for the link to iPad Apps!
We have slowly started to implement parts of the Common Core just this year. Our plan was to fully implement it next year. However just this week we received word that legislators from our state may now pass a bill/law and schools in Michigan will NOT be using the Common Core. I am waiting to hear the latest. I do like the change in assessment and questions that come with the Common Core so I hope we are able to continue with it next year.
Stacy, I understand what you mean about the importance of keeping focused on tagging the technology with the instructional objectives rather than the other way around. If we lose that focus, then we may end up applying the technology wrongly. I think we have to remind ourselves that this course is about integrating technology into the principles of sound educational practices that have existed for a long time and not feel as if we cannot have a good lesson without the technology.
ReplyDeleteYou know Stacy I’m from the Caribbean and over here we are much more used to open-ended assessments format even at primary grade level. At primary from grades 3 to 6 our students write the ‘Test of Standards’ and that includes both forced choice and open-ended type questions. In high schools approximately 60% of the marks come from open-ended formats. I think it is important to give students practice in the assessment formats that they will eventually be graded upon. Answering multiple choice questions require specific strategies that the students will need to learn and practice, for example using the process of elimination if they cannot immediately identify the correct answer. It is also important that they learn how to read the questions critically especially those phrased in the negative. My younger son is currently preparing for the grade 3 exam and I know that I have to help him with answering True and False questions because they can be confusing sometimes depending on how they are phrased. Good Luck with implementing your action plan in the summer. We still have about 6 more weeks of school to go with exams just about to begin.
Amanda
Hi Amanda,
ReplyDeleteI love the sound of your assessments in the Caribbean. Open-ended questions seem so much more practical, especially once students enter the real world and start interview and working a real job. I agree that students need to not only learn content but also how to answer certain types of questions.
I think a major challenge with integrating a tool like the iPad is the overwhelming amount of possibilities and trying to find out what works best for you and your students. My instincts tell me that throwing out the baby with the bath water is not always the best choice. I recently attended a professional development event on iPads and the presenter used a free app called join.me. It allows iPads to view a presentation. I think it is a good transitory tool for moving into an iPad world from a presentation based world. Hope it helps. Good Luck.
ReplyDelete