Project 5 Reflective Statement
By Staci Reynolds, Katrina Anderson and Krista Podolny
For project five, we explored and made many different products and learned about mobile learning. Before making our projects, we learned that mobile learning is when you use “portable computing devices (such as iPads, laptops, tablet PCs, PDAs, and smart phones) with wireless networks [that] enables mobility and mobile learning, allowing teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction” (Educause, n.d.). Once we knew what mobile learning was, we had to find and experiment with apps, posting our findings to Edmodo once a week. Then, at the end of the week, a group member would summarize the apps the group found. This allowed every group member to be on the same page and learn about the apps our group members found. Second, chose an app we all liked, and made a PowerPoint showing the class how to use the app. We also came up with activities using the app to show our classmates how to use the application in their classrooms. Lastly, we made a brochure displaying our top three apps. We were able to give a little background on each app so other classmates and even parents could have a better understanding of these apps in hopes they can help children use these app to further their learning. This project allowed us the opportunity to explore apps we would have never explored otherwise. My group members shared apps I did not even come across while searching for apps. I was able to learn from my peers and this project allowed us to learn from each other. This project focuses on teacher candidates and their ability to explore apps and use them in meaningful ways. Meaningful integration of apps into the classroom allow students to excel in an array of subjects and give children the necessary 21st century skills needed for the competitive workforce.
This project allowed us to display our knowledge of the ACEI standards, specifically standards 3.5, which is “Communication to foster collaboration – Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom” (ACEI, 2007, p.2). Over the course of this project, we were able to collaborate in person using verbal communication and various means of media communication techniques such as Edmodo, Google Docs, text messages and email. We were able to collaborate and be supportive of each other through these different means of communication, displaying our ability to successfully collaborate within an elementary school classroom, to benefit our students and excel their learning.
Along with the ACEI standards, it is important to refer to Epstein’s The Intentional Teacher because of its ability to bring many different subjects and core content together in a meaningful way, including the importance of different types of communication. The following quote is referencing science strategies, but applies across the board: “Nonverbal representations are especially valuable for children who are dual language learners because they allow the children to show which scientific inquiries are of interest to them; such representations also provide adults with the opportunity to introduce science vocabulary (in the home language and English) as they describe and discuss what the children have chosen to draw, build, or act out” (Epstein, 2014, p.170). It is so important for us as teacher candidates to understand the importance of different types of communications and be able to understand and teach them, to benefit learners such as ELL students. The ACEI standards and Epstein’s The Intentional Teacher both agree that nonverbal and other forms of communication are vital to each individual’s learning experience.
This project allowed us to display our knowledge of the ACEI standards, specifically standards 3.5, which is “Communication to foster collaboration – Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom” (ACEI, 2007, p.2). Over the course of this project, we were able to collaborate in person using verbal communication and various means of media communication techniques such as Edmodo, Google Docs, text messages and email. We were able to collaborate and be supportive of each other through these different means of communication, displaying our ability to successfully collaborate within an elementary school classroom, to benefit our students and excel their learning.
Along with the ACEI standards, it is important to refer to Epstein’s The Intentional Teacher because of its ability to bring many different subjects and core content together in a meaningful way, including the importance of different types of communication. The following quote is referencing science strategies, but applies across the board: “Nonverbal representations are especially valuable for children who are dual language learners because they allow the children to show which scientific inquiries are of interest to them; such representations also provide adults with the opportunity to introduce science vocabulary (in the home language and English) as they describe and discuss what the children have chosen to draw, build, or act out” (Epstein, 2014, p.170). It is so important for us as teacher candidates to understand the importance of different types of communications and be able to understand and teach them, to benefit learners such as ELL students. The ACEI standards and Epstein’s The Intentional Teacher both agree that nonverbal and other forms of communication are vital to each individual’s learning experience.
References
-ACEI Elementary Standards and Supporting Explanation. (2007). ACEI Standards. Retrieved from http://www.acei.org/sites/default/files/aceielementarystandardssupportingexplanation.5.07.pd
-Educause. (n.d.). Retrieved from http://www.educause.edu/library/mobile-learning
-Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Washington, D.C. NAEYC.
-Educause. (n.d.). Retrieved from http://www.educause.edu/library/mobile-learning
-Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Washington, D.C. NAEYC.
ISTE Standard 3
Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a.Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b.Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation Document Ready
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Some Applications we featured on our "App A Day" Posts...
Photo Credit: Google Images
Cinderella
I found an interactive storybook app “Cinderella” by Nosy Crow. This app is featured on my AN APP A DAY page, for more information.
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Photo Credit: Google Images
Book Wizard
A great FREE app for parents and teachers from Scholastic Books. One feature lets users scan a books bar code for guided reading levels, recommended interest levels and grade levels.
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Photo Credit: Google Images
Geo Dash
"Geo is on a mission and he needs your help! Join the curious robot as he explores Earth’s habitats, earning awesome animal abilities along the way. You’ll be able to leap like a poison frog, dig like an armadillo, climb like a baboon—even run like a cheetah! Every time you get a new ability, Geo gets a new look. "-National Geographic
Cost: $1.99 |