Who
am I?
Philosophy
of Technology
What
works for me
Software
Assignments
Examples
Who
am I?
My name is Karen Vaver. This is
currently my 15th year as a public educator. I have
taught first, second, fifth, and sixth grades. I
have worked in both a large and a small school
district (Bethel and University Place). I learned
to use technology both informally by reading books,
experimenting with the software, and asking
colleagues for guidance, as well as, taking
classes. I received a master's degree in education
with an emphasis in technology from the University
of Washington in 2001. I am currently teaching
second grade, although I have used technology as an
integration tool in all grades that I have
taught.
The hardware technology in my
classroom comes from a University Place School
District technology bond and two grants: Gates
Teacher Leadership Grant and EDS Weyerhaeuser
Technology Grant. The hardware most used by myself
and the students includes: 1 iBook laptop, 6 iMacs,
2 printers (one color), 1 scanner, 2 digital
cameras, 1 digital video camera, 1 document camera,
projection system, and graphics pens. The most
important software that I use with my students
includes: KidPix, AppleWorks, PowerPoint, Word,
Hyperstudio, Easy Book Deluxe, Netscape (limited
use), and Read, Write, and Type.
Philosophy
of Technology
My belief is that computers and
other technology should be used as a tool for
students to practice and demonstrate their
knowledge of the content areas. The software that I
use with my students is project/product oriented
(in general). My goal is to improve student
learning in reading, writing, math, science, social
studies, and art using the technology tools in my
classroom. The students demonstrate their subject
knowledge using technology and share their learning
with each other, parents, children in other
classes, and myself.
What
works for me
Before I require my students to
complete large projects, we start simple. Each
program is slowly introduced. For example, the
first program I use with first and second graders
is KidPix. I start in the lab by introducing them
to a few things that they can try and experiment
with and then I slowly let them discover what the
other tools do within KidPix. The next time I take
them to the lab, they have to create a sample page
for me that demonstrates the tools I want them to
use. Then I give them a one page assignment, such
as an individual page for a class book. Lastly,
they create a series of multiple pages on a topic
and move them into a slideshow that includes sound
and transitions.
As I introduce each subsequent
assignment and new program, I build on the
knowledge from the previous program. Many features
within programs are the same or very similar, ie.
drawing tools, terms such as font, etc. I also give
them time to experiment, practice, and complete
tasks with a limited number of skills required in a
new program before we move into more complex
projects.
I use the lab setting for
introducing programs to the whole group, practicing
keyboarding skills using Read, Write, and Type, and
work time to complete projects. The class has only
one hour per week scheduled in the lab. Most of the
work on the computer-based assignments is completed
in the classroom using the 6 iMacs. Students use
the computers during two main blocks of time in our
room: during our Guided Reading/Reading Workshop
block and during independent writing time. I meet
with small reading or writing focus groups during
these times, so they may not disturb my group.
Therefore it is very important the students have
some troubleshooting skills and know which students
might be able to help them if they get stuck. In
between groups I walk the room to check on things
and help out if they have exhausted their ideas on
how to solve a particular problem.
I also use the students as peer
teachers. I select a student who picks up on
technology skills easily and teach them how to do
something, ie. use the scanner to scan and save a
picture. Then that student gets the next student on
the class list and teaches them how to scan. Now
the first student can go work on something else
while the second student gets the next student on
the list and so on. If any student runs into
trouble, they can ask any of the previous students
on the list to assist. This method empowers the
students and gives me time to meet with individuals
or small groups.
Software
The most important software that
I use with my students includes: KidPix,
AppleWorks, PowerPoint, Word, Hyperstudio, Easy
Book Deluxe, Netscape (limited use), and Read,
Write, and Type. Most of the software that I use
with students
can be used to create things
that demonstrate knowledge in a subject area as
opposed to software that drills my students on
their skills. The exceptions to that are Read,
Write, and Type and Netscape. I use Read, Write,
and Type at the beginning of the school year in the
computer lab to give students keyboarding practice
using correct posture, hand placement, and learn
letter location. The students vary in their ability
to apply these skills at this age. I also use
Netscape to visit selected websites that give the
students more information on a particular subject,
examples of what we are learning, or provides them
with the opportunity to apply what they know, ie.
www.fossweb.com
Assignments
When it comes to the "big"
projects I complete a G.R.A.S.P.S. (Understanding
by Design Handbook by McTighe and Wiggins)
slideshow to present to my students so that they
know the purpose of the assignment, the
expectations, and how to meet the target (passing
grade). G.R.A.S.P.S. stands for Goal, Role,
Audience, Situation, Product or Performance, and
Strategies for Success. The strategies for success
page usually includes a checklist, grading rubric,
and a sample. I use the checklist to help me
breakdown the project into small tasks so that
students know what each part entails and helps keep
them on track to complete the assignment in a
timely manner. They use a copy of the rubric to
help self-evaluate and peer-evaluate their project.
I only do 2-3 of these types of projects per year.
All of the other assignments are much
smaller.
Examples
- 2nd Grade 2003-2004
Lists (AppleWorks/Word), Posters
(KidPix), Captions Book (AppleWorks), Publishing
Poetry (AppleWorks or HyperStudio) or Stories (Easy
Book Deluxe or KidPix), Homonyms Book (AppleWorks),
Class Book - individual pages (AppleWorks), Animal
Reports (PowerPoint), Author Page for Student-made
books (AppleWorks)
Book report (AppleWorks), Author
Study slideshow/Dr. Seuss (PowerPoint)
Unit summary slideshows (KidPix
and AppleWorks)
"All about me" slideshow, "I am
thankful" slideshow (KidPix), Personal Timeline
(PowerPoint)
Illustrating, Practicing
Line/Shape, Hot/Cool Colors (Variety)
Making graphs (AppleWorks), Math
Stories (KidPix), Number Facts (KidPix), Math
Booklets (HyperStudio)
|
|
|
|
|
|
|
|
|
|
|
|
My name is Karen Vaver. This is currently my 15th year as a public educator. I have taught first, second, fifth, and sixth grades. I have worked in both a large and a small school district (Bethel and University Place). I learned to use technology both informally by reading books, experimenting with the software, and asking colleagues for guidance, as well as, taking classes. I received a master's degree in education with an emphasis in technology from the University of Washington in 2001. I am currently teaching second grade, although I have used technology as an integration tool in all grades that I have taught. The hardware technology in my classroom comes from a University Place School District technology bond and two grants: Gates Teacher Leadership Grant and EDS Weyerhaeuser Technology Grant. The hardware most used by myself and the students includes: 1 iBook laptop, 6 iMacs, 2 printers (one color), 1 scanner, 2 digital cameras, 1 digital video camera, 1 document camera, projection system, and graphics pens. The most important software that I use with my students includes: KidPix, AppleWorks, PowerPoint, Word, Hyperstudio, Easy Book Deluxe, Netscape (limited use), and Read, Write, and Type. |
|
|
My belief is that computers and other technology should be used as a tool for students to practice and demonstrate their knowledge of the content areas. The software that I use with my students is project/product oriented (in general). My goal is to improve student learning in reading, writing, math, science, social studies, and art using the technology tools in my classroom. The students demonstrate their subject knowledge using technology and share their learning with each other, parents, children in other classes, and myself. |
|
|
Before I require my students to complete large projects, we start simple. Each program is slowly introduced. For example, the first program I use with first and second graders is KidPix. I start in the lab by introducing them to a few things that they can try and experiment with and then I slowly let them discover what the other tools do within KidPix. The next time I take them to the lab, they have to create a sample page for me that demonstrates the tools I want them to use. Then I give them a one page assignment, such as an individual page for a class book. Lastly, they create a series of multiple pages on a topic and move them into a slideshow that includes sound and transitions. As I introduce each subsequent assignment and new program, I build on the knowledge from the previous program. Many features within programs are the same or very similar, ie. drawing tools, terms such as font, etc. I also give them time to experiment, practice, and complete tasks with a limited number of skills required in a new program before we move into more complex projects. I use the lab setting for introducing programs to the whole group, practicing keyboarding skills using Read, Write, and Type, and work time to complete projects. The class has only one hour per week scheduled in the lab. Most of the work on the computer-based assignments is completed in the classroom using the 6 iMacs. Students use the computers during two main blocks of time in our room: during our Guided Reading/Reading Workshop block and during independent writing time. I meet with small reading or writing focus groups during these times, so they may not disturb my group. Therefore it is very important the students have some troubleshooting skills and know which students might be able to help them if they get stuck. In between groups I walk the room to check on things and help out if they have exhausted their ideas on how to solve a particular problem. I also use the students as peer teachers. I select a student who picks up on technology skills easily and teach them how to do something, ie. use the scanner to scan and save a picture. Then that student gets the next student on the class list and teaches them how to scan. Now the first student can go work on something else while the second student gets the next student on the list and so on. If any student runs into trouble, they can ask any of the previous students on the list to assist. This method empowers the students and gives me time to meet with individuals or small groups. |
|
|
The most important software that I use with my students includes: KidPix, AppleWorks, PowerPoint, Word, Hyperstudio, Easy Book Deluxe, Netscape (limited use), and Read, Write, and Type. Most of the software that I use with students can be used to create things that demonstrate knowledge in a subject area as opposed to software that drills my students on their skills. The exceptions to that are Read, Write, and Type and Netscape. I use Read, Write, and Type at the beginning of the school year in the computer lab to give students keyboarding practice using correct posture, hand placement, and learn letter location. The students vary in their ability to apply these skills at this age. I also use Netscape to visit selected websites that give the students more information on a particular subject, examples of what we are learning, or provides them with the opportunity to apply what they know, ie. www.fossweb.com |
|
|
When it comes to the "big" projects I complete a G.R.A.S.P.S. (Understanding by Design Handbook by McTighe and Wiggins) slideshow to present to my students so that they know the purpose of the assignment, the expectations, and how to meet the target (passing grade). G.R.A.S.P.S. stands for Goal, Role, Audience, Situation, Product or Performance, and Strategies for Success. The strategies for success page usually includes a checklist, grading rubric, and a sample. I use the checklist to help me breakdown the project into small tasks so that students know what each part entails and helps keep them on track to complete the assignment in a timely manner. They use a copy of the rubric to help self-evaluate and peer-evaluate their project. I only do 2-3 of these types of projects per year. All of the other assignments are much smaller. |
|
|
Lists (AppleWorks/Word), Posters (KidPix), Captions Book (AppleWorks), Publishing Poetry (AppleWorks or HyperStudio) or Stories (Easy Book Deluxe or KidPix), Homonyms Book (AppleWorks), Class Book - individual pages (AppleWorks), Animal Reports (PowerPoint), Author Page for Student-made books (AppleWorks) Book report (AppleWorks), Author Study slideshow/Dr. Seuss (PowerPoint) Unit summary slideshows (KidPix and AppleWorks) "All about me" slideshow, "I am thankful" slideshow (KidPix), Personal Timeline (PowerPoint) Illustrating, Practicing Line/Shape, Hot/Cool Colors (Variety) Making graphs (AppleWorks), Math Stories (KidPix), Number Facts (KidPix), Math Booklets (HyperStudio) |
|
|