CTAP 295 Teaching with Technology

1. Fish and Whales Are Different Beasts Shasta Union Elementary, Shasta, CA Moira Casey FINAL PRESENTATION CTAP 295 Teaching with Technology

2. My name is Moira Casey. I teach kindergarten at Shasta Union Elementary. My web site is http://ctap295.ctaponline.org~mcasey/ My e-mail is mcasey@rsd.shastalink.k12.ca.us My project is a little life/earth science mini unit to introduce kinder kids to the understanding that most of the Earth’s surface is covered with water, that ocean water is different than fresh water and finally that while fish and whales share the same habitat and some similar characteristics, they belong to two distinctly different animal families. This unit is designed for a kinder child to be paired with a cross age tutor to help him or her navigate the lesson online .

3. Expectations • I anticipated having the ability to set up an interactive classroom web site after completing CTAP 295. • While not quite at ground zero in computer technology skills, I expected to acquire and perhaps hone skills beyond the glorified typewriter stage.

4. Outcomes • While still a work in progress, I learned to: • Create a web page in Netscape Composer • Link pages and projects • Use Power Point • Use Excel • Download and upload information (sort of still a tad on the Greek side to me)

5. Successes • Cross age buddies were a good match for maximizing kinder kid internet use. • Selected internet sites engaged students • Students met science state standards • Kinder kid computer skills increased • I learned many new computer literacy skills • My eyes were opened to greater applications of computer technology in the classroom.

6. Put on your glasses! I didn’t BULLET the shortcomings section. Try to wade through the narrative. This square peg just couldn’t fit snuggly into a CTAP round hole!

7. Question: How long does it take a kindergarten teacher to remove a semi colon from a Netscape Composer page? Answer: Would you believe TEN MINUTES?! This is a prelude to the SHORTCOMINGS SECTION!

8. Shortcomings • My technology skills are not commensurate with my ideas and creativity. The gap made it difficult for me to really design an online program that I felt good about. The process was so awkward and difficult for me that I kept thinking how much richer the project would have been had I just done it “by hand” using the skills I already possess. If I had Pixar Studios (the Toy Story folks) resources and animation skills, I would be able to translate my ideas into a format that truly would have made the internet the medium of choice for teaching specific skills to kinder kids. At this time, I don’t believe it is the BEST medium for our youngest scholars although I can certainly see the potential. Current trade books, videos and software programs far exceed the integrated learning potential of anything I’ve seen on the internet for the 4-6 year old crowd.

9. One of the activities I designed to impress upon kinder kids how much of the Earth’s surface is covered by water did not accomplish the purpose as well as I anticipated. Using an inflatable globe to play catch, then noting if hands were touching land, water or a combination just didn’t work. Kids had a tough time not shifting their hands after the catch. While hands generally covered far more water than land, the kinders were recording a disproportionate amount of land to water. A change I’d make: use a large world map placed on the floor. Allow kids to stand 3-4 feet from the map and then toss a penny on to it. Record where the penny lands using the form created for this project. Shortcomings continued

10. More shortcomings! • INCONSISTENT cross age buddy assistance was a problem with this unit. Our fifth grade buddies were involved with numerous other activities including WES Camp and therefore were not always available to work with us. When they were available it was a great learning opportunity for all. • Limited computer access was also a problem. Only two in the kinder room are connected to the internet.

11. The students improved in their post tests and the average of their projects. There were a few students that did not improve. These students either did not complete the assignments or their attendance was poor.

12. The chart on the previous slide indicates pre and post information on some of the material covered on the pre and post test. While there are 17 items on the test, I only considered 15 questions in the rubric development because of some over lap (the movement of fish vs sea mammal tails were asked separately but for this unit were also considered a duplication in the similarities and differences section at the end of the pre post test.) Rubric scoring: 12-15 items correct 3 exceeds average 7-11 items correct 2 average 6 or fewer correct 1 below average All but two students scored average or above.

13. SUMMARY I can’t believe that given my high level of stress and frustration throughout this course that I am glad that I actually took it! I did learn some computer technology skills, have had my eyes opened to possibilities with the internet as a medium of instruction, saw student engagement and learning and made some great professional contacts. Overall, now that I’m done, I realize it was worth the investment in time and angst! The following two pages have pictures of the ill fated inflatable beach ball activity and some of my kinders scoping out some ocean artifacts.

14. Shasta kinders “got the WHOLE WORLD” in their hands!!!

15. Checking out ocean treasures from a student’s trip to Depoe Bay, OR.

16. The End ! ... and the beginning