Lunch and learn
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This presentation is for a lunch and learn training session that addresses how to integrate technology and manage technology in the classroom.
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Lunch and learn
- 1. LUNCH AND LEARN Lindsay Antwi CUR 545 Thomas Patrick Kelly October 3, 2016
- 2. Facilitating Group Activities • Clear explanations and directions • Different roles and tasks for each person in the group • Establish etiquette for online conduct • Communicate and collaborate digitally • E-mail • Online discussions • Instant messaging • Wikis • Blogs • Teacher language is crucial as example and to inspire students
- 3. Conducting Research • Rules of being safe • Choose reliable sources • Where to start researching • Show by example to students • Wikiquest • Pair wikis with textbooks • Plagiarism
- 4. Communicating Final Projects • Clear expectations • Provide assessment criteria for student work • Share information with families • Online • Emails • Phone calls • Publish student work • Display student work
- 5. Classroom with 1 Computer • Group activities • Large group • Small group • Learning center • High level questioning to engage students • Low-risk involvement for students
- 6. Multi-Computer Classroom • Individual activities • Small group activities • Differentiation • To monitor, have computers around the walls of the classroom
- 7. Hand Held Devices • Large group activities • Works well for participation with one computer in the classroom • Student engagement • Anonymous answers
- 8. iPads,Tablets, or Laptops • Rules to handle devices from the cart • Individual work • Small group work • Differentiation
- 9. References Maloy, R.W.,Verock, R.-E., Edwards, S. A., &Woolf, B. P. (2017). Transforming Learning with NewTechnologies. Boston: Pearson. Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional Technology and Media For Learning (11th ed.). Boston: Pearson.
Editor's Notes
- Using technology in the classroom is a great way for group activities to take place. When integrating technology into group activities, it is important for that teacher to have clear explanations and directions for the students so students know what is going on and what is expected of them. Also, the teacher should assign different roles to the different students in the groups so each student has a different task for which he is responsible. One key factor in any group is communication. Therefore the teacher needs to establish etiquette for online communication among groups. When using technology for communication and collaboration in groups, the communication can go beyond the school day for students to get more out of the group and out of class in general. Some ways for communication to take place outside of the classroom using technology includes e-mail, online discussions, instant messaging, wikis, and blogs. It is crucial that the teacher uses language that will set an example for students and inspire students when the teacher is involved in the online discussions with students, which she definitely should be on a regular basis (Maloy, Verock, Edwards, & Woolf, 2017).
- Research is essential for students to know how to do properly. When students are using technology to research, they need to know the rules of being safe in their research and how to choose reliable sources. When presented with a topic or problem, they need to know where to start researching. The teacher needs to go over all of these topics with students before setting the students on their own to do their own research. A good way to show students what to do and what is expected of them when it comes to research is to show students by example. This means to go through all of the steps of the research cycle with the class. The teacher could also have the students do a wikiquest which is an “activity that uses wikispace as the primary library for an online search” (Maloy, Verock, Edwards, & Woolf, 2017, p. 204). This would be a way to pair wikis with textbooks that are used in the classroom. Another important topic to discuss with students is the topic of plagiarism. Students need to know what it is and how they can avoid it but making sure they site where they got their research from (Maloy, Verock, Edwards, & Woolf, 2017).
- As with any assignment or project given to students, it is important for the students to have clear expectations of what is expected from the teacher. Also, the students should be provided with the assessment criteria to ensure they meet all of the requirements of the project. As a teacher, you want to make sure you are getting the students’ best work and work that the students are proud of. One way to ensure this happens is to share information about the projects with the families of the students. This can be done through online discussion boards, weekly emails, or phone calls if families do not have access to technology at home. Also, once the projects are turned in, publish to student work and display the student work for others to see and leave feedback on. Students like to get feedback from not only the teacher, but also from their classmates, so allow students to give each other feedback on the projects as well as to evaluate each other’s projects (Maloy, Verock, Edwards, & Woolf, 2017).
- There are many activities that can be done in a classroom with technology. The kinds of activities that can be done or how the activities are done depends on what technology is available in the classroom. When a teacher has only one computer in a classroom, she will be able to do more group activities with her class. This can be both large group activities as well as small group activities. Small group activities can occur when students are working in learning centers where one of the learning centers involves the one computer in the classroom. As a full class or large group, the teacher is able to ask high level questions to students to engage them. Also, as a larger group, there is a lower risk of involvement for students (Smaldino, Lowther, Russell, & Mims, 2015).
- When there are multiple computers in a classroom, meaning every student has their own computer or there is one computer for a small group of students, there are many activities that can be done. Individual activities and small group activities are easier to do in a classroom when there is more than one computer for the whole class to use. This works well when students are using the same software at the same time but on different computers, which allows for differentiation among students. A great example of this is when teachers take students to a computer lab. The teacher can have the attention of all students in the room at the center of the room, but when they need to be working on something, she can easily monitor what they are doing since the computers on around the classroom along the walls. This allows the teacher to easily see what students are doing and answer questions that they may have. If a teacher wants students work in small groups, she can have two students sharing a computer to work or have them collaborate online as mentioned previously (Smaldino, Lowther, Russell, & Mims, 2015).
- The majority of students have hand held devices or phones in the classroom today. They are so used to using their phone and communicating with each other through their phone, that when a teacher has a classroom with one computer in it, the teacher needs to come up with ways to integrate technology into the classroom in more ways than just the one computer. One way to do this is to have students use their hand held devices in class. This works well for having students participate in class discussions or polls by having them text in answers or download an app that will connect everyone in the classroom. This helps students to stay engaged in lessons. Also, students are more comfortable because the teacher has the option to have students’ answers be anonymous so others will now know who put what answer (Smaldino, Lowther, Russell, & Mims, 2015).
- When the technology in a classroom is coming from a cart that holds either iPads, tablets, or laptops for students to use, it is important that the teacher goes over the rules of handling the devices from the cart from how they should hold them when they get them out and take them back to their seats to how they should log on and put them away when finished with the device. Technology carts work great for individual work and small group work just like the computers in a computer lab. The teacher is still able to differentiate instruction with the devices from a technology cart. The main different between a computer lab and a computer cart is that the teacher is the one solely responsible for the devices on the cart where in a lab, there is another teacher there to help out as well. Technology carts are great for when a teacher does decide to use the technology, but the computer lab is full. As long as the classroom has internet, the teacher can use these devices from the cart to have the students work just like she would in a computer lab (Smaldino, Lowther, Russell, & Mims, 2015).