Nicole's Technology Experience
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The document summarizes a lesson plan for a 1st grade language arts class about R-controlled vowels that used a PowerPoint presentation. The PowerPoint kept the students engaged throughout the lesson. Using technology was motivating for the students and helped them learn the material in one lesson. In the future, the teacher would prepare a backup activity for if there are issues setting up the technology to minimize downtime.
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This document outlines an educational technology philosophy and goals for using technology in language learning. The goals are to engage learners, accommodate different learning styles, and provide practice opportunities both in and outside of class. Examples of tools like interactive whiteboards, websites for activities and spelling practice, and presentation software are given and how they can facilitate learning through interaction, self-directed practice, and reinforcement of skills. The most effective uses of technology expand language skills, allow student interaction and manipulation, enable group work, and guide self-directed learning through assessment.
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The teacher used a PowerPoint presentation to introduce new vocabulary words to students before a guided reading lesson. The PowerPoint engaged students with pictures connected to each word. However, some very visual learners may have benefited from also seeing the written words. The technology was used passively as the teacher controlled the presentation, and the lesson could have been taught without it, but the PowerPoint did motivate students to learn the vocabulary.
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2) The teacher used the Promethean board to display a transparency for the whole class to see while teaching about book titles.
3) The teacher felt the lesson went well with students engaged and participating by coming up to the board, though would involve more students next time.
Teaching Technology
1) The lesson focused on teaching 2nd grade students about formatting book titles using a Promethean board for the daily grammar lesson.
2) The teacher used the Promethean board to display a transparency for the whole class to see while teaching about book titles.
3) The teacher felt the lesson went well with students engaged and participating by coming up to the board, though would involve more students next time.
Technology Enhanced Lesson- Making Inferences
The document summarizes a language arts lesson where students learned to make inferences using textual clues. The teacher integrated an online quiz projected on a screen for the whole class to participate in. While the technology engagement was positive, individual computers would have allowed for more individualized or small group work. The online quiz made the lesson fun and interactive for practicing inferences, keeping the focus on the learning task without distraction. Using technology in lessons adds value by increasing student engagement and learning.
Implementation of technology lesson
The document summarizes a lesson on teaching reading expression and punctuation cues to second grade students using VoiceThread technology. The teacher had students record themselves reading sentences and then evaluate if they used proper expression and punctuation. Some students drew pictures related to the book they were reading. The teacher reflects that the lesson helped students hear how expression improves reading but that she could have done more modeling and broken the group into smaller sizes.
Teaching with Technology
This document provides a technology integration report for a 1st grade language arts lesson. The lesson objective was for students to listen and demonstrate understanding by responding appropriately. To help meet this objective, the teacher had students use computer programs like Starfall to practice reading and speaking skills after a guided reading lesson. The students were able to read stories aloud to the computer microphone, getting practice reading and oral abilities. Using the computers allowed for guided practice and independent practice of literacy skills and was an effective way to integrate technology while meeting the learning objective.
Teaching with Technology
This document provides a technology integration report for a 1st grade language arts lesson. The lesson objective was for students to listen and demonstrate understanding by responding appropriately. To help meet this objective, the teacher had students use computer programs like Starfall to practice reading and speaking skills after a guided reading lesson. The students were able to read stories aloud to the computer microphone, getting practice reading and oral abilities. Using the computers allowed for guided practice and independent practice of literacy skills and was an effective way to integrate technology while meeting the learning objective.
Atividade final assignment
The document discusses using new technologies in teaching English as a foreign language. It describes how technology and English are present in daily life, including education, so it is important to keep acquiring new knowledge about digital literacy and ways to teach using technology to meet student needs. The author learned about choosing effective teaching styles that engage students innovatively through technology, selecting relevant materials and contents. While still wanting practical classroom experience as an English teacher, the author wants to motivate students using new technologies and open discussions about subjects. Two digital resources, News in Levels and Lyrics Training apps, are presented as examples that effectively and enjoyably teach English.
Technology Integration Project
The document summarizes a lesson plan where the teacher used PowerPoint to teach vocabulary words from a story to students. Key points:
1) The PowerPoint presented vocabulary words, reading strategies, sentences with target words, and word definitions from the story.
2) During the reading, the teacher stopped to show slides matching sentences with vocabulary words for students to identify.
3) Students enjoyed using the PowerPoint to check their guesses of vocabulary words. It also helped them learn word definitions.
4) Not being able to project the PowerPoint meant some students had a hard time seeing it clearly on the teacher's laptop.
Technology Integration Project
This document summarizes a lesson on recycling and the long u sound using the story "June Robot Cleans Up" from the Treasures reading program. The teacher used a Promethean Board to display the story during a shared reading activity. Students highlighted words containing the long u sound as the class read together. The technology engaged the students and allowed the teacher to assess their understanding of the target sound.
Guided Reading Presentation
This PowerPoint enhances the vocabulary development for my guided reading students while reading the book "Dolphins at Daybreak."
Homonyms
The document describes a lesson on homonyms where technology was used to actively engage students. The teacher projected a poem with homonyms for students to identify and underline. Students then came up to write sentences with homonyms on the board. Using the technology was deemed extremely successful because the students were actively engaged. Having the students write on their own paper while watching the presentation helped them retain the information.
Reflective Cycle Nivel Secundario
The document summarizes a teacher's reflection on lessons taught to a secondary school English class that she has worked with for two years. It discusses her experience teaching without detailed lesson plans since she knows the class well. It also reflects on using more English in explanations and integrating more technology like projectors. The teacher realizes using full English explanations and technology like videos can actively engage students and help them understand content better.
A developmental framework for teacher adoption of interactive technologies in...
PL-CALL keynote on study of IWB-mediated EFL teaching in France. Analysis of video, questionnaire, and interview data allow an exploration of a) teachers’ IWB use in terms of IWB features and teaching objectives, b) their choices with respect to the design and implementation of learning activities, c) their self-efficacy beliefs with respect to the IWB and ICT in general, and d) their orientation to professional development in language teaching with this tool. Through a mixed-methods approach combining quantitative and qualitative analyses, a number of teacher profiles emerge, revealing differential exploitation of IWB affordances in relation with differing beliefs, goals, and competences. The patterns of technology integration shown by teachers in the various school contexts investigated offer a starting point for a developmental framework to account for the evolution of teaching practices as teachers acquire techno-pedagogical competences (Guichon & Hauck, 2012). They also suggest a pressing need for more pedagogically oriented support to enable teachers to adopt interactive technologies efficiently and effectively.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
Habitats And Technology
The document describes a lesson on habitats that used a powerpoint presentation projected in the classroom to show students pictures and engage them in identifying features of different habitats. While the students enjoyed seeing the visual content, their access and ability to directly use the technology was limited. The teacher found the technology helped students connect to the lesson material but notes it may have been less effective without the visual aids and direct student technology use could be improved with more resources.
Habitats And Technology
The document describes a lesson on habitats that used a powerpoint presentation projected in the classroom to show students pictures and engage them in identifying features of different habitats. While the students enjoyed seeing the visual content, their access and ability to directly use the technology was limited. The teacher found the technology helped students connect to the lesson material but notes it may have been given without technology, just not as effectively for the students' learning.
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A developmental framework for teacher adoption of interactive technologies in...
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Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without drawing skills. The technology added value to the lesson and promoted active learning in a motivating way.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to easily use the camera. Their pictures were then used to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, making the technology a beneficial addition to the learning task.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without drawing skills. The technology added value to the lesson and learning objectives.
Technology In The Classroom
Mrs. Stone taught her 3rd grade class a lesson about shapes found around the school. She had the students go out in small groups and use a digital camera to take pictures of different shapes they observed. The students enjoyed this active learning activity and were able to use the camera with no instruction. Mrs. Stone used the pictures taken to create a class book identifying the various shapes. The digital camera helped engage the students and focus their search, and allowed Mrs. Stone to create additional learning materials without requiring the students to draw pictures by hand.
Nicole's Technology Experience
The document summarizes a lesson plan for a 1st grade language arts class about R-controlled vowels that used a PowerPoint presentation. The PowerPoint kept the students engaged throughout the lesson. Using technology was motivating for the students and helped them learn the material in one lesson. In the future, the teacher would prepare a backup activity for any delays in setting up the technology.
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Nicole's Technology Experience
- 1. MY PRACTICUM TECHNOLOGY EXPERIENCE Nicole Nestman Miss Hull’s 1st Grade Class
- 2. LESSON OBJECTIVE grade First Language Arts 4 Standard 2 Objective The student will use knowledge of structural analysis to decode words.
- 3. R CONTROLLED VOWELS my lesson, I used a projector to For present a PowerPoint to my first grade class about R controlled vowels. The PowerPoint consisted of a quick introduction and a variety of practice sentences where students picked out the R controlled word and wrote it on their white boards, circling the R controlled vowel.
- 5. ACTIVE LEARNERS Using technology combined with the work students did on their white boards kept the students very engaged throughout the whole lesson. Technology was an add on to this lesson because it acted as a motivating factor for my first grade students. We hardly ever got to use the projector in class, so it was a treat for the students. It was also exciting to use that form of technology in class!
- 7. PRAISE AND POLISH What went well? The students were engaged throughout the ENTIRE lesson and were excited about using technology, also they actually learned the content! What could I do better? Well for starters I had a little trouble getting the projector to start right away. So something I would do differently/better for next time is, I will have a quick intro activity prepared that students can be doing while I set up the technology. This way students aren’t having as much downtime and are still engaged in the activity.
- 8. FOCUS ON LEARNING TASK The use of the projector helped to focus learning in their phonemic awareness because I used something different to present the material. This use of technology appealed to various learning styles. This use of technology was a help for me in this lesson to teach the concepts. My first grade class was full of very active children and I learned it is important to always be presenting material in new and different ways. The best part was, using this form of technology doesn’t take any longer than teaching students without technology.
- 9. ADDED VALUE The added value that technology brought into this lesson was the level of engagement for the students in my class. They got excited about being able to use the projector and the overall presentation had a lot of pictures and colors that were appealing to the students in my class. The greatest value the technology brought to my class in this lesson is that I believe it made the lesson, therefore the material was more memorable. It only took once to teach R controlled vowels in order for every student to master the material. Even the slower learners in my class only needed one lesson. That is what makes teaching so rewarding, when the students get it!!