Creating A Paperless Classroom

Link to Article: Creating a Paperless Classroom

          With technology constantly updating and new types of programs and apps coming out on the market, teachers need to be willing to incorporate these new and exciting technologies by creating paperless classrooms. For those that are unwilling or hesitant to the change, classroom structure does not have to necessarily change with a 21^st century classroom. You can still have your bell ringer, anticipatory set, lesson, and exit activity, just use different methods. Either way, having a systematic plan is essential in order to build confidence in moving towards a paperless classroom. The best way to approach this is to start small and then gradually increase the amount of technology used. For instance, begin with just one class or one lesson and transition from there. 

          There are countless options out there to get started with paperless classrooms. One technology tool you can use for assessments is polleverywhere.com. This site allows you to collect real-time data for formative assessments. Another tool, for those interested in the flipped classroom concept is zaption.com. Zaption allows the teacher to embed questions into videos. Students must answer these questions before the video continues, and then data is collected on students’ responses and linked to the teacher’s account. Others include Prezi, Nearpod, Slide Shark, Live Binders, Socrative, and Quizlet. 

          In my opinion, all educators should be moving towards the paperless classroom. We need to stay up to date with the latest technological changes and advancements if we want our students to truly become problem-solving, critical thinkers. In my own classroom, I feel I am slowly moving towards this trend. While I believe in mathematics assessments should always be paper, pencil, everything else can technically be transitioned digitally. For example, I use OneNote to take notes with my students. In the coming school year however I want to try and have my students take their notes electronically too – using stylists and solving problems on their laptops using OneNote as well. I’ll still have the option of writing the notes available, but will try to shift their thinking and skills towards our ever-changing technological world.

 Resources:

Bonomo, J. (2016). Creating a Paperless Classroom. Association for Career and Technical Education. Retrieved from file:///C:/Users/Rene%20Regan/Documents/MAET17/EDU%206210/Paperless%20Classroom%20Article.pdf

I Have an iPad. Now What?

Link to Article: I Have an iPad. Now What?

          Numerous generations of people, young and old, are using mobile devices on a daily basis. This article focuses on the use of mobile devices, specifically iPads, being used at the university level for pre-service teachers. In 2013, an iPad initiative was introduced to all physical education majors at a university in New England. The goal of this initiative was to prepare future teachers to use the iPad as a teaching and learning tool so they could be successful in schools where iPad use has become universal. Despite some initial drawbacks such as faculty member’s comfort level with the technology and student anger over the purchasing of the iPads, it generated important discussions regarding pedagogies and student control over their own learning.

          The first step in the initiative was gathering learning objectives from all required courses for physical education majors, ensuring that they were measurable and used active verbs related to Bloom’s taxonomy. Faculty members then created assessments using those learning objectives to show what the students should know and be able to do by the end of each course. Some examples of assessments that were created include student-created blogs, concept maps, digital ethnographies, and public safety announcements. Next, staff members created their own pedagogy wheels and then presented their work at workshops and conferences. In the end, although many students and faculty were hesitant about this initiative, it created great opportunities for student-centered learning, technology innovation, and higher-order thinking skills.

          In my opinion, this initiative is an awesome idea, especially in terms of assessing students. We all know that no student learns the same. Therefore, when students are constantly being assessed through quizzes and tests, some are unable to show what they really know. I think the idea of assessing students through programs on an iPad could be very beneficial for all. They are able to use their imagination and creativity, problem-solving skills, and show their teachers what they know in a way that makes most sense to them. I will admit as a math teacher, that my PLC and I have all of our assessments using paper and pencil, because that’s the easiest way for us to assess what the students know. However, after reading this article I think I want to explore more ways I can assess my student’s mathematical skills.

Resources:

Rosenthal, M.B., & Eliason, S.K. (2015). “I Have an iPad. Now What? Using Mobile Devices in University Physical Education Programs. JOPERD: The Journal of Physical Education, Recreation & Dance, 86(6). Retrieved from http://web.b.ebscohost.com.library.aurora.edu/ehost/pdfviewer/pdfviewer?vid=20&sid=0cfe3cc0-ea91-4a1c-a417-c1ed78c8a95e%40sessionmgr120

Prezi: A Different Way to Present

Link to Article: Prezi: A Different Way to Present

          Prezi takes a completely different approach to the entire concept of software for presentations. As a unique and practical competitor to Microsoft’s “PowerPoint,” users can display words, images, and videos without using any slides at all. Instead, pieces of the presentation are added digitally on a single, oversized canvas. The user can then zoom in and out so that the elements of the presentation remain hidden until it becomes time for them to come into focus on the screen. Once the user is done creating their Prezi, they create a click-path so that when presenting to their audience, the project whisks around, panning as needed, zooming in and out, and swirling from one point to the next. These transitions are infinitely more interesting than those found in PowerPoint and similar products. 

          Prezis are great technological tools to use in the classroom and they represent the first step towards a visual tool that is unlike any regular presentation. Students can use their creativity, problem-solving skills, and collaboration skills with others in order to create phenomenal pieces of work. It allows for concept mapping, brainstorming, and organizing ones thoughts which goes great with any curriculum and subject in a classroom setting. Compared to PowerPoint and other browser-based software, Prezi takes the cake. 

          In my experience, Prezi is a great technological tool to use in the classroom. It allows students to use their creativity to map out their ideas, present them in a unique and entertaining way, and even show off some of their technology-based knowledge. Even though I teach math and my students rarely give presentations, I have co-workers who use Prezi for several of their class projects, especially in science and social studies. Although it takes some to get the hang of all the tools and options Prezi has to offer, some of the resulting projects that come out of it are amazing. I definitely agree that Prezi is overtaking PowerPoint in that it’s more engaging for the audience, a better overall experience in the creation, and just more fun! 

Resources:

Yee, K., & Hargis, J. (2010). Prezi: A Different Way to Present. Turkish Online Journal Of Distance Education, 11(4), 9-11. Retrieved from http://files.eric.ed.gov/fulltext/EJ1042449.pdf