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Technology Integrated into a Multiage, Inclusion Classroom.

Technology Integrated into a Multiage, Inclusion Classroom. Shawna May Stephanie Hull Bonnie Brown. Introduction of Speakers. Shawna May, Teacher/New Mom Stephanie Hull, Teacher/Doctoral Student Bonnie Brown, ESE Teacher. Overview. Multiage Inclusion 3 teachers, one paraprofessional

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Technology Integrated into a Multiage, Inclusion Classroom.

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  1. Technology Integrated into a Multiage, Inclusion Classroom. Shawna May Stephanie Hull Bonnie Brown

  2. Introduction of Speakers • Shawna May, Teacher/New Mom • Stephanie Hull, Teacher/Doctoral Student • Bonnie Brown, ESE Teacher

  3. Overview • Multiage • Inclusion • 3 teachers, one paraprofessional • 47- 60 students • Co-teaching/Team teaching • Small groups and Whole Group (teacher-based) • Cooperative Groups (student-based) • Individualized Instruction • Need Administrative and Parental Support

  4. Multiage Websites www.multiage-education.com/index.html www.cdi.ca/`kmmercer/multiage/ scclc.sancarlos.k12.ca.us/about/curriculum/multiage.xml

  5. Overview of Technology Hardware • Wireless Laptops • One Computer Lab • Set of Alphasmarts • Digital Cameras • Digital Canons (Movie Camera) • I-Book • 8 computers in classroom • Color Printer • Net Television

  6. Overview of TechnologySoftware • Microsoft • PowerPoint • Word • Excel • Publisher • Timeliner • Inspiration/Kidspiration • Kid Pix • Internet • Science Court

  7. Bernajean Porterwww.bjpconsulting.com/ • Literacy Uses • Designated “experts” tend to be self-initiating in learning on their own. Other interested staff mostly learning on their own time and own dime. • Adaptive • Participation and support while encourage is still optional as well as unfocused. • Transforming • Essential skills and practices are articulated, expected, supported, and measured for all teachers.

  8. Technology Literacy Uses • Learning hardware and software. • Students projects are technology focused rather than expecting standards to intentionally drive the use of technology for learning. • Teacher talk if “technology talk” rather than “learning talk.” • Teachers view technology as something to learn or do.

  9. Adapting Uses • Drill and practice with content software. • Instructional games. • Productivity tools used to adapt assignments/tasks given in the past without technology. • Teacher and student roles remain the same. • Teachers view technology as interesting but optional and not necessary to achieve present curriculum goals.

  10. Transforming Uses • Complex learning and thinking tools. • Community learning tools. • Assessment tool • Successmaker/FCAT Explorer • Student roles expand to include explorers, producers of knowledge, communicators, and self-directed learners. • Teacher roles expand to include facilitators, designers, learners, and researchers. • Teachers view technology as essential for development of higher-order thinking skills.

  11. Orlando Science Center • Preplanning • In cooperative groups they organized and scheduled the day. • Standards • Day of Field Trip • Each group had a digital camera, clipboard, their schedule, an alphasmart, and a chaperone. • Followed schedule of the day, and found a topic of interest to the entire group.

  12. Orlando Science Center • After field trip • Groups researched their chosen topic. • Created a presentation of choice to teach the rest of the class what they learned.

  13. JASON Project • Multi-disciplinary program that sparks the imagination of students and enhances the classroom experience with technology. • Different expeditions every year • Students are given assignments, experiments, and video interaction with in-field scientists. • Rainforests at the Crossroads: Panama’s Barro Colorado Island • Week in January of live video feeds. • www.jasonproject.org

  14. JASON in the classroom • Created topographical maps of Barro Colorado Island • Quadaramas of the rainforest layers • Students created commercials on Preserving the Rainforests • Watched and discussed live feed from the field

  15. Grade Level Unit • 5th grade-American History Timeline & researched a topic of interest • 4th grade-Florida History Timeline & researched a topic of interest • 3rd grade-Ancient Civilizations (Egypt)

  16. Egyptian Unit • Researched on the internet • Used a word document with appropriate cites. • Used a PowerPoint template to guide students through their research. • Created a class timeline of the Pharaohs that ruled Egypt.

  17. Other Projects • Solar System- 3-D Project & PowerPoint • All About Me-PowerPoint for Openhouse • Geo Math in the Real World-Digital Cameras & PowerPoint • Patterning-Pattern Blocks, Digital Camera, and Word • Science Court-Software, Net TV, hands-on experiments • Regular writing assignments-Alphasmarts & Word • Daily Computer Center-NCS Learn Successmaker, FCAT Explorer, FastForWord, or current technology project.

  18. Any Questions? • Shawn May, david_may74@hotmail.com • Stephanie Hull, stephanie_hull@hotmail.com • Bonnie Brown, bonnie_brown@scps.k12.fl.us http://reach.ucf.edu/~CENTRAL/FETC/index.htm

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