Technology Reflection: Instructional Use of iPad 2

Technology Reflection Assignment

Description/Experience

            In the last seminar, the technology demonstrated was the iPad 2 and how it can be used in the classroom setting. It was difficult for me to take much away from this demonstration because the demonstrator only showed us applications that would be appropriate for students in elementary school. I’m in a middle school now and plan to teach high school. Fortunately I am very familiar with the iPads because my job requires it.        

Application

          One activity that could be done is by using the app called ‘Molecules.’ This app presents different chemical structures of molecules using ball and stick, space filling, and wire models. It provides an interactive image for students to study instead of having to use pictures in the book. Pictures of benzene are particularly difficult to understand because of its staggered double bonds that constantly move between carbons. This activity would be directed towards high school students. I would have them work on a worksheet that compared the sizes and shapes of different organic molecules such as benzene, hexane, octane, etc… The students would later be tested on the size and shape of the molecules.

                The order of events would be fairly easy and smooth. The students would retrieve iPad 2’s from the cart to use in either a group or individually depending on numbers. The students would then work in groups to compare the different molecules and work on the sheet. The students would return the iPads when they were finished.

Reflection

Pedagogy-Content:

The students would have been previously taught about the molecules they were going to be looking at. I know first-hand how hard it can be to learn them. The background information that they would need is just a basic knowledge of carbon, hydrogen, and bonding.

Technology:

There are endless possibilities with an iPad because of the ever increasing number of apps available on the marketplace. Just search for anything that you would want to base a lesson on. It is very easy to find and there are a lot of free apps which makes it inexpensive after the initial iPad charge.

Technology-Pedagogy:

The technology would be used to give visual support to the students as I aid them with any questions that may arise. It would make it a lot quicker and easier to teach because I would not have to draw two-dimensional models for the students. The classroom management would be kept the same.

Technology-Content:

Using this technology makes it easier for the students to understand the concepts of bonding, especially with benzene which is particularly difficult to understand. By having a three-dimensional figure on the iPad, they will be able to rotate it and change the model type to see different aspects.

Technology-Pedagogy-Content:

The content would be taught through small groups and the iPads, with me walking around answering questions. The technology enhances the content by providing visual aids and it enhances the pedagogy by saving me time from drawing and giving me more time to help the students from group to group. I would choose a small group teaching strategy because I am using technology. Some students have trouble with it and small groups would allow them to help each other with the technology, as well as the content.

Technology Reflection: Instructional Use of Edmodo

Technology Reflection Assignment

Description/Experience

In our last seminar, the technology presented was an educational social networking website called Edmodo. As soon as my account was made, I could already see why teachers can use it. It is almost identical to Facebook so it is easy for students to navigate and ask each other questions. It also keeps them in close contact with the instructor and allows the instructor to post assignments and receive them directly through Edmodo.

Application

Assuming the students have already made Edmodo accounts, one activity that could be conducted is a virtual dissection of a frog. A link with a virtual dissection could be posted on Edmodo and the students take time to go through and place parts in categories or label them. The students would learn the parts of a frog without the instructor having to clean up everything. I believe the age group for this activity could be 12 years old and up. For an assessment, a printout of an open frog could be given out and the students label each body part and what it does.

            The first thing the students would do is log on to their Edmodo account. This should only take a minute. Once logged on, they follow the teachers link that has already been posted. Because this should not take more than three minutes, the students will have nearly 20 minutes to learn body parts of the frog while the instructor walks around to answer questions.

Reflection

Pedagogy-Content:

A good way to represent the content to make it comprehensible to students is to compare the shape of the part to its function. The stomach, for example, looks like a large pouch and it is made to hold food. Some conceptions and pre-conceptions could be similarities between frog organs and human organs.

Technology:

Major functions of this technology are the interactions between students during homework activities while out of school, and the ability to contact the teacher outside of school. Edmodo is very easy to access; the URL, username, and password are all that are needed.

Technology-Pedagogy:

The technology would be used in my activity to facilitate the dissection of a frog. The only way it would change the way I teach the activity is by speeding up the pace because time wouldn’t need to be taken to cut out different parts.

Technology-Content:

The technology would make it easier for students to see the different organs of a frog, doing a real dissection can get difficult. Using this technology wouldn’t change the understanding of the content.

Technology-Pedagogy-Content:

Because this technology is being used, the students can clearly see the shapes of the organs, which can allow them to make an association with function. It enhances the material by giving the students more time for critical thinking and less time wasted. A good teaching strategy would be to let the students work in small groups of no more than three to allow them to collaborate as if doing a real dissection.