I chose to research mobile devices and interactive whiteboards for this blog post since both of these items are very prominent at my current placement in Allendale High School. All students have been given Chromebooks by the district and the students are always using them, but not for academic reasons. During instruction and independent work time, I notice students watching movies and YouTube videos instead of attending to their work. The only time I have seen them used academically was for typing an assignment (once), answering a blog post (once), and participating in MobyMax activities (3-4 times a week). The Smart Board is nothing more than a surface to project videos and PowerPoints. I have yet to see a teacher at my placement pick up a Smart Board marker or even tap the board with their fingers. Both of these tools, from what I have observed, are underutilized at my placement.
Mobile Devices
Based on the articles that I read, mobile devices are becoming prominent in nearly all classrooms across the country. Teachers are using countless apps and digital tools to deliver and support instruction. Since mobile devices are everywhere and are becoming more education friendly, I am interested to learn more about them, but I am really starting to feel overwhelmed and skeptical.
There are so many online resources to use that I do not know where to begin when selecting some for my classroom. For example, I was pleased to learn about the Making Connections Among Words Cards strategy for vocabulary instruction this week in EDR 320 because I think it will be an effective strategy in my placement. However, I wanted to make it more technology friendly since this activity involves writing and drawing, neither of which would appeal to high school students with special needs. Thus I went on the search for a flash card making website that would allow me to do this activity online. In order to use the site, I have to create a classroom on the website, invite students to join, show them how to use it, have them complete the vocabulary cards, figure out how to print it off, and then do the peer-teaching portion of the activity. However, I think the work will be worthwhile. But then I consider how many other online resources I want to use with my students that all require online classrooms, separate log ins, and precious class time to teach the student how to effectively use those site and apps.
Although mobile devices appear to be great for the classroom according to the research referenced in those articles I read, I feel overwhelmed and unable to use technology effectively in my placement. I cannot imagine adding the management of ten online classrooms utilized on mobile devices to the management of my organic classroom.
There are so many online resources to use that I do not know where to begin when selecting some for my classroom. For example, I was pleased to learn about the Making Connections Among Words Cards strategy for vocabulary instruction this week in EDR 320 because I think it will be an effective strategy in my placement. However, I wanted to make it more technology friendly since this activity involves writing and drawing, neither of which would appeal to high school students with special needs. Thus I went on the search for a flash card making website that would allow me to do this activity online. In order to use the site, I have to create a classroom on the website, invite students to join, show them how to use it, have them complete the vocabulary cards, figure out how to print it off, and then do the peer-teaching portion of the activity. However, I think the work will be worthwhile. But then I consider how many other online resources I want to use with my students that all require online classrooms, separate log ins, and precious class time to teach the student how to effectively use those site and apps.
Although mobile devices appear to be great for the classroom according to the research referenced in those articles I read, I feel overwhelmed and unable to use technology effectively in my placement. I cannot imagine adding the management of ten online classrooms utilized on mobile devices to the management of my organic classroom.
Interactive Whiteboards
Based on the articles I have read, it appears that interactive whiteboards are receiving mixed reviews. Many of the articles discussed how the interactive whiteboards were being underutilized and were more teacher-centered rather than student-centered during instruction. Teachers were merely using them as a presentation tool rather than an interactive component of their classroom. Although some teachers involve students with the interactive whiteboards, many teachers do not. Additionally, nearly every article mentioned that interactive whiteboard companies have been the ones creating hype about these tools, not the educators themselves, to make money. However, there are much cheaper alternatives to interactive whiteboards, such as a tablet and a projector.
Personally, I have never been a fan of these interactive whiteboards, but that may be because I have never seen them used to their full potentials. From my experience they are more of a distraction in the classroom than anything else, so I am not extremely interesting in learning more about interactive whiteboards. My students had trouble working the markers because they always put both of their hands on the board. Also, many of the free templates available with the Smart Board were low in quality, contained stereotypical and offensive graphics, or did not work properly.
However, many interactive whiteboards are advertised as being helpful for students with special needs because of the interactive components of the device. Thus, as a future special educator, I may come into more contact with this type of tool than my general education teaching peers. If given the opportunity to do more research to confirm my beliefs, I would choose to spend money on other things in the special education department rather than interactive whiteboards. Students in special education need real life experiences to prepare them for adulthood, and in the real world there will not be big screens they can touch to help them navigate life. The money would most likely be better spent on field trips and accommodating materials that the students could use post-school.
Personally, I have never been a fan of these interactive whiteboards, but that may be because I have never seen them used to their full potentials. From my experience they are more of a distraction in the classroom than anything else, so I am not extremely interesting in learning more about interactive whiteboards. My students had trouble working the markers because they always put both of their hands on the board. Also, many of the free templates available with the Smart Board were low in quality, contained stereotypical and offensive graphics, or did not work properly.
However, many interactive whiteboards are advertised as being helpful for students with special needs because of the interactive components of the device. Thus, as a future special educator, I may come into more contact with this type of tool than my general education teaching peers. If given the opportunity to do more research to confirm my beliefs, I would choose to spend money on other things in the special education department rather than interactive whiteboards. Students in special education need real life experiences to prepare them for adulthood, and in the real world there will not be big screens they can touch to help them navigate life. The money would most likely be better spent on field trips and accommodating materials that the students could use post-school.
