Some time ago I blogged about the integration of technology into today's classroom.
Access to technology is somewhat mixed at my school, with certain pockets of students having one or more personal, wifi-equipped devices, and still many others not having their own device to bring to school. (It's a situation I've attempted to rectify by procuring some funding for two "new" devices for student use in my classroom this year.)
Access to technology is somewhat mixed at my school, with certain pockets of students having one or more personal, wifi-equipped devices, and still many others not having their own device to bring to school. (It's a situation I've attempted to rectify by procuring some funding for two "new" devices for student use in my classroom this year.)
In any case, I have tried to forge ahead, and use technology in new ways as an instructional tool, and especially to allow students to capture their mathematical thinking and use technology as an organizational device.
In addition to trying to orchestrate a few opportunities myself, I've also allowed any students who have their own devices to track progress and record their work during Math Centers time on their device.
For those who have taken me up on this, the results have been exciting to observe: For example, a student in one of my Grade 7 classes used her device to record all her centers work during our current Fractions unit.
When working with manipulatives, she takes photos. When she draws a diagram, she captures the screen shot and inserts it into a note.
In addition to trying to orchestrate a few opportunities myself, I've also allowed any students who have their own devices to track progress and record their work during Math Centers time on their device.
For those who have taken me up on this, the results have been exciting to observe: For example, a student in one of my Grade 7 classes used her device to record all her centers work during our current Fractions unit.
When working with manipulatives, she takes photos. When she draws a diagram, she captures the screen shot and inserts it into a note.
 Her written work is legible (because it's all typed or voice dictated), and we can make edits and changes together in a different colour right on her screen. |  |
All her notes are organized in a file folder called "Fractions Math Centers", the cover page of which provides an interview and contents page of sorts to all the work she's completed to date.
I am hopeful that in the future, more students even in higher socio-economically needy areas will have regular access to functional technology in order to more effectively record their work. The added benefits of photos, along with the possibility of audio notes, can really inspire some students to stay focused on their work as they are able to so readily see their progress, and can provide a concrete example for parents and teachers. Digitally recorded material -- if well organized -- tends to be less likely to get lost, too, so I would relish not having to chase around after various students at the end of each class as they depart my classroom, leaving a trail of paper quizzes, math notebooks and assorted loose papers behind them!
My ideal scenario would see a 1:1 student:device ratio. If students were able to create digital notebooks in this way, I would incorporate my learning skills self assessment and growth mindset reflection right into the device in some sort of online format.
One day... ONE DAY!
My ideal scenario would see a 1:1 student:device ratio. If students were able to create digital notebooks in this way, I would incorporate my learning skills self assessment and growth mindset reflection right into the device in some sort of online format.
One day... ONE DAY!
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