State Core Learning Objectives <ul><li>Standard 3 Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data. </li></ul><ul><li>Objective 2 Identify measurable attributes of objects and units of measurement, and use appropriate techniques and tools to determine measurements. </li></ul><ul><li>C. Identify the value of a penny, nickel, dime, quarter, and dollar, and determine the value of a set of the same coins that total 25¢ or less (e.g., a set of 5 nickels equals 25¢). </li></ul>
Why Jeopardy? <ul><li>My grade one class had been learning all about coins and their values, what they look like, how to add them, do problems with them, count them, etc. They finished their unit while I was with them so I created a review jeopardy game all about coins. I used the school projector to play the game. The students really loved it and it was a great way to review. The teacher had never used the projector in the classroom so the students were especially interested. After I found out this was their first projector experience I wanted to use more technology and teach another lesson using technology. </li></ul>
This is a screenshot of what the game looked like. We had different categories dealing with different aspects of money or different types of questions. It was an excellent review of their math and what they knew about coins.
This is a screenshot of one of our questions. It says “What president is on the dime?” and the correct answer is “Franklin D. Roosevelt.” The kids loved the suspense in waiting for the right answer to pop up on the screen.
Here is what the game looked like in the classroom. The students loved it and were actively engaged in finding the correct answer!
What went well: In this picture you can see the four different teams. I ran the computer and my teacher watched for which table raised their hands first. It worked well to play in four teams with the desks grouped together. The competition was also very fun for them and they tried their best.
What else went well? <ul><li>The students really were engaged and worked together to figure out the answers to the questions. I felt like they really enjoyed it. </li></ul><ul><li>They don’t regularly use technology in the classroom and they were so curious about it. They also were sad when the game was over and we had to shut down the projector. </li></ul>
What could be improved? <ul><li>We had a couple glitches in our game. </li></ul><ul><li>They loved the technology so much I think it would be beneficial to continue to use it in the classroom. </li></ul><ul><li>I would use technology to teach something other than playing jeopardy. </li></ul>
<ul><li>Principles of Effective Technology Integration </li></ul><ul><li>1. Student Use of Technology : Effective technology integration typically involves students (as opposed to just the teacher) in actively using the technology. </li></ul><ul><li>In my lesson, I was the only one actively using the technology. In the future I would want to let the students use the technology if possible instead of having them passively learn. </li></ul>
2. Technology Use is Essential : Effective technology integration is essential not peripheral to the learning activity. For my lesson the technology was essential. Without it, it would be hard to play the game.
3. Focus on Learning Task : Effective technology integration focuses on the learning task and not the technology. The jeopardy game focused the review of knowledge about coins. I believe it was being used correctly as a tool to help achieve the learning task.
4. Added Value : Effective technology integration facilitates learning activities that would be more difficult or impossible without the technology. Having the projector and the game up on a screen added value to the learning process. It was like the real game. It added excitement and was a great way to review.