Technology Reflection: Instructional Use of Smartboards/Whiteboards.

Technology Reflection Assignment Smartboard/Whiteboard

Description/Experience

During the technology demonstration, Mr. Graham demonstrated the use of the whiteboard/smartboard.  However, I felt that I did not learn much from his demonstration.  He had trouble using the white board and did not demonstrate how to use many of the features on the smartboard/whiteboard.  By using the smartboard in my other classes, I was able to learn how to use the features.  Mr. Graham did show us how to use the personal whiteboard/smartboard.  The teacher or student can use the personal smartboard to interact with the classroom size smartboard.  I believe this would be very useful in a classroom allowing the teacher to walk around and not be stationed in one place.  Also, it is very beneficial for students to use for answering questions in an activity or lesson in front of the class while at their seats.


Application
First, provide some details regarding:

• Learners: The learners are first grade students learning to identify and create long “a” words.
• Learning outcomes: At the end of the activity, the students will be able to create long “a” words, identify a long “a” word out of a list of words, and they will be able to identify the pattern of long “a” words.
• Assessment: After the lesson, the students will complete an independent practice activity where they create their own long “a” words and identify the long “a” words in a short story. 

Second, break down your activity into a timeline of planned events and procedures.

• The lesson would begin with the students being introduced to the personal smartboards that they will use during the lesson.  There are 5 groups of four students in each group.  They will take turns using the personal smartboard during the activity.  This will only take a few minutes, because the students were introduced to the personal smartboards at the beginning of the year. The teacher will also have a personal smartboard to assist students who are struggling during the activity and to provide examples during the activity.  Also, this will allow the teacher to walk around the room.
• First, the teacher will explain and give examples of long “a” words.  The teacher will also explain the pattern of long “a” words cvcv. _a_e  ex. Cape  This should take 5-6 minutes.
• There will be a list of words on the classroom smartboard.  The words are either short “a” or long “a” words.  Each group will take a turn and identify one of the long “a” words in the list using their personal smartboard.  They will underline the long “a” word using the personal smartboard.  Every group will receive a turn.
• Next, each group will create their own sentence with a long “a” word.  They will use the personal smartboard to write the sentence that will be displayed on the classroom smartboard.
• After the smartboard activity, to assess the students’ understanding, the teacher will give the students an independent practice activity where they create their own long “a” words and identify the long “a” words in a short story. 
  
  
• Reflection
  
  --Pedagogical-Content:

Your pedagogical content knowledge refers to your understanding of teaching strategies that are specific to a content area. That is the knowledge about choosing appropriate pedagogies for teaching a particular content Example: Using drill-and-practice to teach math problem solving. This strategy however may not necessarily be effective for other content areas such as teaching speech and drama.

Now, forget about the technology for a while…..Just tells us about your teaching strategies that you employ in your activity (e.g., analogies, demonstrations, illustrations, examples, explanations, group work, drill-practice, simulations, role-play, lecturing, self-guided learning, inquiry-based learning, problem based learning or etc). Specifically:

• First, I will use demonstrations and examples to teach long “a” words to the class.  Then, the students will be participating in groups during the activity.  After the lesson, the students will use independent practice and seatwork for the teacher to assess their learning and understanding.  I believe these strategies are appropriate because I am not lecturing the entire lesson.  The students are continually moving to different parts of the lesson.  The lesson will be engaging for the students, and the students are also interactive with their group members and the class during the lesson.  They will use cooperative learning strategies while in their groups to answer questions during the activity. 
• This lesson is structured for a first grade classroom.  This lesson maybe boring and not engaging for older students because of the content.  However, by changing the content to the appropriate level, this lesson could be engaging for students of all ages.  If the students struggle with letters and understanding their sounds, this lesson maybe difficult, and the students might need extra practice.  Also, while working in groups, you do not want one or two students doing all of the work.  The activity should be completed equally among the students. 

--Technological-Pedagogical:

Your technological pedagogical knowledge refers to your understanding of technologies for particular learning tasks, your ability to choose technologies based on its fitness, your knowledge of pedagogical strategies, and your ability to apply those strategies for use of technologies Example: Selecting Edmodo/facebook for facilitating student generated debate. Edmodo here is the technology that supports the main pedagogy-group discussion/debate.

In the previous section, you talked about your instructional strategies. Keeping these strategies you stated in mind, now tell us how the technology is used in your activity.  Specifically:

• Using the smartboard and personal smartboards in this lesson, would be to help engage the students.  It is easy for teachers to pass out a worksheet for the students to complete.  However, when using the smartboards, the students are engaged in the technology and willing to participate.  The teacher is also able assess students understanding during the activity on the smartboards.  If a group needs more practice, the teacher is able to provide that immediately.  The smartboards also urge the students to work together cooperatively.  They have to be responsible for the personal smartboard and also be responsible to take turns when answering during the activity. 
• When choosing the groups, the teacher needs to be aware of the students and their behaviors with the smartboards.  The students need to know how to use the smartboard responsibly, and they also need to know the consequences if they do not respect the smartboard.  Their privileges with the smartboard will be taken away during the next smartboard activity, and they will have to complete the activity with a worksheet.  The teacher should create mixed-ability groups so the students are able to work together cooperatively and not overpower each other.  Also, the students need to be focused on the lesson when in groups and not goofing off or not paying attention.  The students need to understand working in groups with the smartboard is a privilege, and they could lose the privilege if they do not follow the rules throughout the activity. 

--Technological Pedagogical Content:

Your technological pedagogical content knowledge refers to your understanding of how teaching and learning from content may change when technology used and is our knowledge about selecting technologies that suits, support, and enhances teaching strategies and learning activities in your particular content area. It is your understanding of teaching strategies to effectively teach the particular content and help student conceptual difficulties in this content by meaningfully incorporating technologies. Example: Using a flash card app on iPad as a means to aid students memorize words and definitions in language learning. iPad app is here chosen as a tool to support the pedagogy around instant feedback, quick repetition, and individualized learning. These are some effective strategies used in language learning content area.

Now, let’s focus on the content you’re teaching in your activity. Think about your decisions to incorporate this technology and the teaching strategies in relation to your particular content area. Tell us specifically about:

• Using the smartboard engages the students in the lesson instead of just using a worksheet or lecture.  The students are able to actively participate.  Therefore, the teacher is able to assess their understanding of the content during the lesson and activity.  The students can also work cooperatively using the technology with their peers.  This promotes social interaction and learning.   
• They are able to practice the content they learned in class with the personal smartboards.  If they make a mistake, they are able to see their mistake and correct it.  Also, the students can work cooperatively with their peers to practice and understand the content through group discussions and investigations.  Without the personal smartboards, the students would not be able to work cooperatively or in groups at the same time.  They might only be able to work one at a time or individually.  The students could also use different programs or applications to identify long “a” words.  The teacher could also create a type of jeopardy game to help the students practice what they have learned.  The students could be in two teams and use the personal smartboards to answer.