The Class <ul><li>The class consisted of 24 First Graders. </li></ul><ul><li>There were many different levels of ability. </li></ul><ul><li>There was a desk for every student and a few extras to put books on and for student teachers to use. The students also sat on a rug for instruction. </li></ul>
Technology in the Classroom <ul><li>In the classroom, there wasn’t that much technology. </li></ul><ul><li>She had a boom box, a TV, a DVD/VCR player, and an overhead projector. </li></ul>
Technology in the School <ul><li>There was one ELMO projector for the whole school. </li></ul><ul><li>There were 2 computer labs which the students went to for testing. They were not available for other activities. </li></ul>
Math <ul><li>For the math lesson, they will be using computers to explore how to add together 2 digit numbers. </li></ul><ul><li>I chose standard 1, objective 2 because it was what my students in my class were learning at the time, and thought it might be possible to teach, but the computer labs were not available to check out and do group things together. </li></ul><ul><li>I chose to plan this lesson on computers because they really like using them and I thought it would be a fun way to see how to add manipulative blocks visually. </li></ul><ul><li>Found at: http://docs.google.com/View?id=ddjgmfmp_2fk72hpcr </li></ul>
Science <ul><li>In the science lesson, they will be learning about plants and seeing the difference in growth by looking at pictures through a presentation. </li></ul><ul><li>I chose cameras and computers with photostory/powerpoint, so they can take pictures of the plant growing and also see the difference in growth that it has made in the time that the plant was alive. </li></ul><ul><li>Found at: http://docs.google.com/View?id=ddjgmfmp_34z3zfjdd </li></ul>
Language Arts <ul><li>For this lesson, they will be reading a book through an ELMO making it a shared reading because everyone has access to the text, and then writing their own sentence that goes along with a painting. </li></ul><ul><li>I chose standard 8 because it was what had been talked about in the past week and thought they needed a refresher, because the more times the students hear a specific idea or rule, the more they remember it. </li></ul><ul><li>I chose this technology because it was accessible in the school and I thought that the students would like to have fun with the technology and looking at the words and pictures at the same time instead of me just reading it to them and then showing them the pictures. </li></ul><ul><li>Found at: </li></ul><ul><li>http://docs.google.com/View?id=ddjgmfmp_1qrpzvzf4 </li></ul>
<ul><li>I decided to implement the literacy lesson plan because you can never have too much reading and too much writing. It also seemed the most relevant, besides the math lesson as well. </li></ul>
I first read them the book It Looked Like Spilt Milk
I had them look at this picture and had them create the sentences that they saw in the book.
I gave each table a picture to write about. This was one of the pictures.
This is a sample of the writings that I collected.
What was learned <ul><ul><ul><li>From his lesson I learned that kids really do like performing for the teacher and the students watching them. They really just want to get up and move and show how smart they are. </li></ul></ul></ul><ul><ul><ul><li>At the very beginning, I had them play in the light for about 5 seconds, and afterwards told them that if anyone was caught playing in the light, they would be sent back to their desk. I did this for a few students actually, after a long while into the lesson. It worked pretty well, but there were the few that I knew would be playing in the light. </li></ul></ul></ul><ul><ul><ul><li>My pacing could have been improved because I noticed they were dosing off in a spot. I tried to hurry them along, but it didn’t work that well. </li></ul></ul></ul><ul><ul><ul><li>Next time, I would actually have them have their own construction paper with a ‘spilt milk’ design on it and then make it into a book, instead of having the students share a poster per table. </li></ul></ul></ul>
Student Use of Technology <ul><li>The teacher was using the technology the most. Yet in the interactive writing lesson, the students were writing the sentences themselves with the help of the teacher. The students were very excited to come up and write a part of the sentence and see it go up on the board just like they wrote it. </li></ul>
Technology Use is Essential <ul><li>The book I chose to read is usually the size of a read aloud, and some of the students really have to strain to see the pictures. This time, using the ELMO, students could see very clearly what they were looking and didn’t have to strain to see anything at all. </li></ul>
Focus on Learning Task <ul><li>The technology focused the learning on the subject area by allowing the students to see what was being written on the normal paper they write on instead of on a poster piece of paper. This allows them to more effectively apply it to their everyday writing. </li></ul><ul><li>The teacher was using and controlling the technology, the students wouldn’t need time to figure out how to use ELMO. </li></ul>
Added Value <ul><li>It would have been possible to do this lesson without the technology, yet because of size of the book, the ELMO made it more effective and more engaging. </li></ul><ul><li>I also had the students read a few of the words with me as soon as they knew most of the words that were being used. This would not have been possible if I were using the book in a read aloud. </li></ul>
Credits <ul><li>Background http://thumbs.dreamstime.com/thumb_289/1216227183ZF8kCX.jpg </li></ul><ul><li>Picture of ELMO projector http://salestores.com/stores/images/images_747/ELMO9419.jpg </li></ul><ul><li>Other pictures were taken by the camera belonging to Missy Blackham. </li></ul>