By completing the Practicum Learning Experience project, I was able to create an iMovie using my iPhone to show daily routines and activities performed in my 3rd grade practicum classroom. My iMovie includes pictures of the classroom setting and videos of the students working in groups and socializing. This is a great way to see how students think, interact and work together to complete tasks. This app allows me to provide a commentary of my analysis about the work that is being done. The pictures also include how my practicum teacher has already committed to integrating technology into her classroom. I was able to create and share this product with the permission from my host teacher, parents and students.
This project meets standard 3.3 of the ACEI (Association for Childhood Education International). Development of critical thinking and problem solving, "Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving" (ACEI, 2011). My host teacher stresses a positive environment and my iMovie demonstrates multiple ways activities can be incorporated to help create a welcoming environment. Also having the students create their own iMovie can promote class participation and it is a fun project that improves student attitudes about the curriculum and encourages student critical thinking. There are many tools that are provided with the iMovie app such as the narration feature that students can work with to create the best project possible. Assigning individuals in groups different roles while creating a movie will motivate each student to learn the subject content to earn the highest grade possible.
Technology is involved in almost every aspect of our lives. The one place where we are struggling to adjust to the importance of technology is in the classroom. As educators, we must adjust to the changing times and structure our classrooms in a way that allows for easy integration. “There is no ‘one best way’ to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts” (TPACK, 2014, p. 62). Creating an iMovie is a perfect chance for students to become comfortable with different technology tools that they will be able to use for the rest of their academic careers. My product also shows multiple ways my host teacher uses technology which can be effective for all grades.
"Technology and interactive media are here to stay. Young children live in a world of interactive media. They are growing up at ease with digital devices that are rapidly becoming the tools of the culture at home, at school, at work, and in the community"(NAEYC,2012, p.2). This project was a very effective way to show the current routines of an elementary classroom. It allows everyone to see the way students interact and how technology is currently being used. Due to the increasing importance of technology in education, this project provides a platform for future educators to find new ways to continue to integrate technology in the curriculum.
This project meets standard 3.3 of the ACEI (Association for Childhood Education International). Development of critical thinking and problem solving, "Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving" (ACEI, 2011). My host teacher stresses a positive environment and my iMovie demonstrates multiple ways activities can be incorporated to help create a welcoming environment. Also having the students create their own iMovie can promote class participation and it is a fun project that improves student attitudes about the curriculum and encourages student critical thinking. There are many tools that are provided with the iMovie app such as the narration feature that students can work with to create the best project possible. Assigning individuals in groups different roles while creating a movie will motivate each student to learn the subject content to earn the highest grade possible.
Technology is involved in almost every aspect of our lives. The one place where we are struggling to adjust to the importance of technology is in the classroom. As educators, we must adjust to the changing times and structure our classrooms in a way that allows for easy integration. “There is no ‘one best way’ to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts” (TPACK, 2014, p. 62). Creating an iMovie is a perfect chance for students to become comfortable with different technology tools that they will be able to use for the rest of their academic careers. My product also shows multiple ways my host teacher uses technology which can be effective for all grades.
"Technology and interactive media are here to stay. Young children live in a world of interactive media. They are growing up at ease with digital devices that are rapidly becoming the tools of the culture at home, at school, at work, and in the community"(NAEYC,2012, p.2). This project was a very effective way to show the current routines of an elementary classroom. It allows everyone to see the way students interact and how technology is currently being used. Due to the increasing importance of technology in education, this project provides a platform for future educators to find new ways to continue to integrate technology in the curriculum.
You can click these buttons to view my reflection in the different forms of a word doc or a PDF.
References:
ACEI Standards. (2011). ACEI Standards. Retrieved on April 18, 2015 from http://acei.org/images/stories/documents/ACEIElementaryStandardsSupportingExplanation.5.07.pdf
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved November 19, 2015 from
http://www.citejournal.org/articles/v9i1general1.pdf.
NAEYC. (2012, January). Technology and interactive media as tools for early childhood programs serving children from birth through age 8. Retrieved November 19, 2015 from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved November 19, 2015 from
http://www.citejournal.org/articles/v9i1general1.pdf.
NAEYC. (2012, January). Technology and interactive media as tools for early childhood programs serving children from birth through age 8. Retrieved November 19, 2015 from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf
Association for Childhood Education International Elementary Education Standards and Supporting Explanation
Standards Used:
3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
Supporting explanation Candidates understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They also understand principles and techniques, advantages and limitations, associated with appropriate teaching strategies (e.g. cooperative learning, direct instruction, inquiry, whole group discussion, independent study, interdisciplinary instruction). Candidates know how to enhance learning through use of a wide variety of materials as well as collaboration with specialists, other colleagues, and technological resources, and through multiple teaching and learning strategies that will promote development of critical thinking, problem solving, and performance capabilities. \
Source documents for Development of Critical Thinking and Problem Solving
Costa, A. L. (2001). Developing minds: A resource book for teaching thinking (3rd ed). Alexandria, VA: Association of Supervision and Curriculum Development. International Technology Education Association/Council on Technology Teacher Education. (1997). ITEA/CTTE/NCATE curriculum guidelines. Reston, VA: Authors. 5-07 18 National Council for Teachers of Mathematics. (2003). NCATE/NCTM program standards for initial preparation of mathematics teachers. Reston, VA: Authors. National Council for the Social Studies. (2004). NCSS standards for the social studies teachers. Silver Spring, MD: Authors. National Science Teachers Association. (2003). NCATE program standards: Programs for initial preparation of teachers of science. Arlington, VA: Authors.
Standards Used:
3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
Supporting explanation Candidates understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They also understand principles and techniques, advantages and limitations, associated with appropriate teaching strategies (e.g. cooperative learning, direct instruction, inquiry, whole group discussion, independent study, interdisciplinary instruction). Candidates know how to enhance learning through use of a wide variety of materials as well as collaboration with specialists, other colleagues, and technological resources, and through multiple teaching and learning strategies that will promote development of critical thinking, problem solving, and performance capabilities. \
Source documents for Development of Critical Thinking and Problem Solving
Costa, A. L. (2001). Developing minds: A resource book for teaching thinking (3rd ed). Alexandria, VA: Association of Supervision and Curriculum Development. International Technology Education Association/Council on Technology Teacher Education. (1997). ITEA/CTTE/NCATE curriculum guidelines. Reston, VA: Authors. 5-07 18 National Council for Teachers of Mathematics. (2003). NCATE/NCTM program standards for initial preparation of mathematics teachers. Reston, VA: Authors. National Council for the Social Studies. (2004). NCSS standards for the social studies teachers. Silver Spring, MD: Authors. National Science Teachers Association. (2003). NCATE program standards: Programs for initial preparation of teachers of science. Arlington, VA: Authors.