This is my video presentation proposing a Makerspace classroom for students (or adding the concept to our classrooms/rotation) and a 3D printer for the 2015-2016 school year.
The Importance of a Students' Story
A student’s story is the number one and most important factor when I begin the year of teaching in second grade. Even though they haven’t been on this earth for a very long time, 7-8 years, it’s the first thing I need to know so I can understand where the child has been and where I can take him/her as a teacher. Their story points out how I need to adapt my teaching style and delivery. Do they need tough love, do I need to invest additional time, do I need a softer approach, etc.? Parent conferences is where I get to hear their story, most parents automatically give their child’s story (and theirs as it aligns with their childs) so I can understand why they may behave in a certain way, why they struggle or why they’ve succeeded in the past. Access “In recent years, students increasingly communicate at school through their own wireless electronic devices such as cell phones, iPhones, and BlackBerrys.” (Kemerer & Sanson) I began to reflect about our online graduate class, how did our professors get to know us? The answer is using the tools of technology. We’ve had several chats and we’ve also had the ability to see each other on a video chat similar to the way we Skype or FaceTime on our cell phones. We’re no longer in the era where we simply chat and read each others text, we video chat now and it gives us the same face to face collaboration opportunities as if we were standing in front of each other. It actually may be a better conversation, as we’re able to chat with multiple people and research on our computer, if needed, at the same time. Languages, Cultures & Instruction Modification As a bilingual teacher, I speak English and Spanish and have taught in both. Most of my students speak either English or Spanish because I teach in the South Bay of San Diego County. One way we can ensure that we reach all students is to figure out if we speak a common language, if the child only speaks Spanish then I can communicate with him/her while immersing them into the English language simultaneously. Another strategy is to simplify assignments to meet their needs and possible language barrier. The Internet has an abundance of resources such as Google Translate, which I’ve used religiously with ESL students that are able to communicate in their own language. I’ve had students write their assignment in their native language and have them use Google translate to convert it to English. I tell them, that it’s double the work but it’ll pay off. Google Translate is not perfect but it starts and aids in the process of learning a new language. I believe we also have to show interest, whether it's online or in the traditional classroom. Whether it's the students story, their language or culture, students feel more comfortable when they see that we're interested in them and invest time getting to know them. “Simple actions such as pronouncing the students’ names correctly and showing interest in their cultures will go a long way in giving students a more pleasant learning experience.” (ESL Partyland, 2015) References ESL Partyland. (2015). Strategies for Teaching ESL Student - ESL Students in the Classroom. Retrieved July 8, 2015 from: https://www.eslpartyland.com/teaching- esl-student Kemerer, F., & Sansom, P. (2013). California School Law Third Edition. Palo Alto, CA: Stanford University Press. Needs Assessment Interviews
“In 1997, 18% of families had internet access in their homes. By 2001, that number had grown to 50%. Two years later, it was up 50%. By 2006, it had risen to 65%. In 2008, it was 73%.” (Thomas & Brown, 2011) Technology has not only arrived but it has taken over the homes. Technology is used daily, whether it’s our phones, tablets, computers and/or Internet. Students must be prepared for the world they live in today and the world they will live in tomorrow, 21st century learning is here. This is a needs assessment in regards to technology in the classroom for my school district, Lakeside Union School District (LUSD). This paper also includes two interviews of technology leaders at Lakeside Union that will provide depth, quality and expansion on my initial needs assessment. LUSD & Classroom Technological Needs When I first began assessing our school district and my own personal classroom, I quickly realized how advanced we were in the area of technology. We currently have 1:1 iPads for all students 2nd–5th grade, Smartboard technology in all classrooms and at least 5 mac desktop computers in all classrooms as well. I keep reminding my students daily, how fortunate and thankful they should be with the abundance of technology that surrounds them. However, this abundance needs to be managed and there has to be many hours of preparation on behalf of us, the teachers. The district also needs to be aligned with this vision as well, to offer hours and hours of professional development time, allow hours of collaborating with other colleagues so we can learn from each other, share experiences/knowledge and allow us to tinker/explore the technology. Interview #1 My first interview was with a teacher with 8 years experience and recently promoted to become a Teacher on Special Assignment (TOSA) as an instructional coach for technology integration. According to this instructional coach, “we need more pedagogical training for teachers to shift instructional practices with the use of technology. This will be essential for the success of our 1:1 programs sustaining over time.” We’ve had countless trainings on the use of the iPad, from 101 trainings to some examples of how to use certain apps in our teaching practices. These were great and they helped out a great deal but it needs to go deeper. Another great response by the instructional coach was “If we truly want to transform teaching and learning, teachers need to attend mandatory trainings over time on shifts in pedagogy- not just the actual technology.” Technology is the surface; pedagogy is the foundation that will sustain the technology. Interview #2 My second interview was the director of educational technology at Lakeside Union. I asked her a few questions about the plans moving forward in regards to supporting teachers with technology in the classroom. “We hired an extra TOSA so that we will now have a TOSA on site 1-2 days a week to provide direct classroom support – they will assist in lesson planning, delivery, and reflection. “ I believe this addition will give a great deal of support to our teachers, to begin training us on the possibilities of technology and the shift in mindset needed for the 21st century classroom. According to the director, there will also be many more professional learning opportunities that will be focused on content specific educational tech tools. There will also be a Haiku website dedicated to holding examples of lessons that use our digital framework. Principals can use it for staff development, or teachers can use it for independent learning. Reflection I am so grateful for this assignment because it broadened my scope of vision and the importance of pedagogy. The abundance of technology cannot be sustained without learning the art of teaching with technology and putting in the hours and hours of preparation. Just like I tell my students, I tell myself as well, I am extremely fortunate to be working at this district that has been equipping us with the 21st century tools and classroom for a few years now but it’s now time to prepare. To educate ourselves on how to utilize technology to meet the needs of our students and to help them gain the skills needed for today and the future. References Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent Publishing Platform. |
Jaime Gonzalez
2nd Grade Teacher CategoriesArchives |