Evaluation
How will we know if using mobile devices in the classroom is successful?
Initially, I would like to create a control group of students to accomplish tasks as they have in the past. I will create similar assignments, perhaps, creating a storybook in Spanish, and allow one class to utilize an app such as StoryKit and another group to create a hard copy. I plan on discussing with each group how energized they were to create and how engaged they felt in the assignment. I will also gather information on what they believed the lasting effects of their project were. Did people see what they created? Could others use what they created? Did they feel their learning styles were taken into consideration by the teacher in the design of the assignment?
Also, are they understanding the proper use of these tools in an educational setting? Before using iPods in the classroom I will create an Acceptable Use Policy, or a set of rules applied to the devices to restrict the way in which the tools can be used (http://en.wikipedia.org/wiki/Acceptable_use_policy). I will also clearly map out what repercussions can be expected if the tools have been misused. In my experience, when given new tools in the classroom, a teacher can easily create a culture where the tools are valued and protected. Students will want to use iPods in the classroom and will police each other to ensure no one is misusing the technology. I know this will not prevent all issues of misuse, but it will decrease their occurrences. Also, I have had students sign contracts in the past and have found this to be a powerful way for students to understand the seriousness of the rules. Middle grades students need freedom, they are ready for it and a contract will ensure the hardware is protected. It should also be noted that since students will be using the CPS network with these devices, they will not be granted access to inappropriate material.
Finally, my position is extremely challenging due to my inability to adequately immerse my students in the target language (Spanish). It takes years of total immersion for a child or learner to become proficient in any given language. Seeing my students once or twice a week for forty minutes is insufficient, but I do believe with technology I am better able to provide activities for a range of students, which will take into consideration their prior knowledge, their unique Zones of Proximal Development, and their learning styles. It might not work for all students, but it will give them more than I can currently provide. Also, I will continue to consider how to make these learning experiences more authentic and rich. Could technology provide opportunities for spontaneous conversations with native speakers, via Twitter or Skype? That is just one idea of many I would like to further explore.
Initially, I would like to create a control group of students to accomplish tasks as they have in the past. I will create similar assignments, perhaps, creating a storybook in Spanish, and allow one class to utilize an app such as StoryKit and another group to create a hard copy. I plan on discussing with each group how energized they were to create and how engaged they felt in the assignment. I will also gather information on what they believed the lasting effects of their project were. Did people see what they created? Could others use what they created? Did they feel their learning styles were taken into consideration by the teacher in the design of the assignment?
Also, are they understanding the proper use of these tools in an educational setting? Before using iPods in the classroom I will create an Acceptable Use Policy, or a set of rules applied to the devices to restrict the way in which the tools can be used (http://en.wikipedia.org/wiki/Acceptable_use_policy). I will also clearly map out what repercussions can be expected if the tools have been misused. In my experience, when given new tools in the classroom, a teacher can easily create a culture where the tools are valued and protected. Students will want to use iPods in the classroom and will police each other to ensure no one is misusing the technology. I know this will not prevent all issues of misuse, but it will decrease their occurrences. Also, I have had students sign contracts in the past and have found this to be a powerful way for students to understand the seriousness of the rules. Middle grades students need freedom, they are ready for it and a contract will ensure the hardware is protected. It should also be noted that since students will be using the CPS network with these devices, they will not be granted access to inappropriate material.
Finally, my position is extremely challenging due to my inability to adequately immerse my students in the target language (Spanish). It takes years of total immersion for a child or learner to become proficient in any given language. Seeing my students once or twice a week for forty minutes is insufficient, but I do believe with technology I am better able to provide activities for a range of students, which will take into consideration their prior knowledge, their unique Zones of Proximal Development, and their learning styles. It might not work for all students, but it will give them more than I can currently provide. Also, I will continue to consider how to make these learning experiences more authentic and rich. Could technology provide opportunities for spontaneous conversations with native speakers, via Twitter or Skype? That is just one idea of many I would like to further explore.