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- 1. Technology in the K-5 Classroom Amy Czaja Technology for Administrators Spring 2017
- 2. The Achievement Gap National Center for Educational Statistics, July 2009
- 3. What is being done to close the gap?
- 7. Technology at our Elementary School
- 8. “Technology offers the potential to improve education for disadvantaged students, regardless of at-home availability — but only if all students are able to fully participate.” - The International Society for Technology in Education
- 9. Our School’s Available Resources: • 2 ipad carts (ipads have various educational apps loaded) • 1 Chromebook laptop cart • Reading A to Z classroom accounts Carts can be signed out by teachers online.
- 10. How can we utilize these resources to better serve our students?
- 11. Differentiation
- 14. RAZ kids
- 15. Khan Academy
- 17. Photo of AJ RAZ kids RAZ kids progress report
- 18. Extra Support
- 20. Turn and talk: What is one way you could utilize technology in your lesson plans for next week? How would it support student growth?
Editor's Notes
- Overall, National Assessment of Educational Progress (NAEP) test scores have risen in both reading and mathematics for white and black students and the racial achievement gap has decreased. However, more work needs to be done. Vanneman, A., Hamilton, L., Anderson J, &. Rahman, T. (2009, July). Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress Statistical Analysis Report. Retrieved from: https://nces.ed.gov/nationsreportcard/pdf/studies/2009455.pdf
- Much work is already being done. Expectations for teachers, administrators and students have increased. Our school and teachers work hard to meet the needs of all learners.
- In this photo, I can be seen working with a guided reading group of four students who are reading below grade level. They receive Fountas & Pinnell Leveled Literacy Intervention (LLI) for remedial support. Here they are doing word work before they begin reading a new book.
- Ashley (a pseudonym) is a student with an IEP who is in a general education first grade class at our school. She receives SETSS services for reading, writing and math and entered first grade below grade-level in all subjects. Here she is seen sharing an All About book she wrote about doing the laundry with a group of kindergarteners. With support from a learning specialist and the writing program Handwriting without Tears, Ashley was able to write a text that reached first grade writing standards for an informational text.
- In first grade, students who struggled with two-digit addition and subtraction were pulled in a small group (5 students with one teacher) for extra support. They worked with base-10 blocks and dry erase boards to successfully solve problems.
- Technology is an often untapped resource at our school that can be used to help close the gap and increase student achievement.
- Essential Conditions, (n.d.). Retrieved April 18, 2017, from http://www.iste.org/standards/tools-resources/essential-conditions/equitable-access
- We have the resources at our school to improve student learning. For example, each classroom has access to one-to-one devices for student. These resources need to be utilized effectively.
- Technology can be utilized to help differentiate work to match students’ needs and current skill levels. Often, teachers at our school work hard to make multiple worksheets or small group lessons that address the same skill for students at different levels. Technology can help teachers differentiate work more efficiently.
- Ms. Ip, a first grade teacher, meets with a guided reading group while another group of students utilizes ipads to receive differentiated instruction. Students using the ipads are working on different skills (handwriting or spelling) based on their individualized needs. Ms. Ip’s use of technology allows her to meet with a small group while other students are still receiving practice on skills they lack. The practice is more meaningful than completing worksheets because the ipad apps are engaging and provide students with feedback when answers are incorrect. This maximizes differentiated learning in the classroom.
- Here, two students utilize an app, Little Speller, that allows the teacher or student to change the settings to meet their learning needs to practice spelling. One student is working on spelling consonant-vowel-consonant words (CVC) words with a picture to help her. These words can be sounded out. The other student is working on spelling above grade level high-frequency words without a picture or hints to help him. Both students are able to practice skills that they are working on with supports to help or challenge them.
- Each teacher at our school has access to a RAZ kids classroom account. The website or app allows the student to read books or have books read to him/her and answer questions at the end of reading. The teacher can insert the students’ independent reading levels so that each student receives a different book or assignment tailored to his or her needs.
- Khan Academy is a math website that also allows the teacher to tailor the work to the students’ needs. Our school utilizes MAP testing. Khan Academy has a new beta version of a program that allows the student or teacher to insert students’ latest MAP scores and then provides the student with work that helps the him or her practice the skills that he or she needs to reach the next level based on the scores.
- Technology can also be used to track student progress. Tracking student progress, to know which students have met a standard and which students need remedial support, is a large part of a teachers’ job. Technology can be utilized as another means to track student progress, again, with little effort on the teacher’s part.
- RAZ kids allows teachers to track students’ progress by viewing what books they read, when they read them, and if they passed the quiz at the end of the book. Teachers can assign specific assignments and view how the student performed. For example, if a student struggles with identifying the main idea in nonfiction books, the teacher can assign five nonfiction books to be read with questions addressing main idea. The teacher can then log into the website to see if the student completed the assignments and if he or she passed the quizzes.
- Technology is also a means to provide struggling students with extra support in the classroom or even at home. A teacher or adult is not always available to sit with students to give them the support they need. Technology can provide this support.
- This student entered first grade reading significantly below grade level. Her parents speak Dutch at home, and she also has a medical condition that makes it difficult for things to enter her long term memory, causing her to need consistent practice on skills. Her teachers worked with her parents to set up her RAZ kids account, which she accesses at home on an ipad. She has grown ~4 reading levels in the past two months with this work and her guided reading work in class. **note: whole video would not be shown during presentation
- Closing remarks: Our school actively works to close the achievement gap. Teachers are already working hard to do this, but much more work needs to be done. Technology, if used effectively, could be a means of helping us close the gap. Technology can differentiate practice, track student progress and provide extra support for struggling students.