There are many different ways I could use the requested iPads to help my students become more confident in their language skills.
For example, the application, Seesaw, allows students to practice communication through creativity. The application allows them to post writings, audio recordings, videos, or art to a digital “classroom wall.” Allowing students to present information differently, in which ever way they are most comfortable, builds confidence, increases engagement, and helps students retain information. It’s a win, win, win!
The iPads could be used as a station during Daily Five. Every afternoon my students rotate through five interactive stations – an iPad station could utilize applications like Lexia, AlphaBlocks, StarFall, Pocket Phonics, and Spelling City which focus on literacy. For example, one day the iPad station could be a “listening center” where QR codes generate audio stories that students listen to to practice plot retention and comprehension.
SUSD also participates in a program called Accelerator Reader. Each school and grade level sets reading and comprehension goals for its students. The students are tested online through the Accelerated Reader program and incentives are provided, by John Wash, for students who reach these goals. The problem is that students cannot test at home, and currently can only test on the library computer during their recess. This discourages participation! With iPads, I could allow students to take these tests during classroom hours. This would encourage students to participate more whole heartedly as they will have designated classroom time to try to achieve their reading goals.
On top of all the ways that iPads can be used to increase students reading, writing, and literacy skills and additional benefit is that students are engaging in technology. In this way, STEM (science, technology, engineering, and math) education, is integrated into other subject matters.
About my class
There are many different ways I could use the requested iPads to help my students become more confident in their language skills.
For example, the application, Seesaw, allows students to practice communication through creativity. The application allows them to post writings, audio recordings, videos, or art to a digital “classroom wall.” Allowing students to present information differently, in which ever way they are most comfortable, builds confidence, increases engagement, and helps students retain information. It’s a win, win, win!
The iPads could be used as a station during Daily Five. Every afternoon my students rotate through five interactive stations – an iPad station could utilize applications like Lexia, AlphaBlocks, StarFall, Pocket Phonics, and Spelling City which focus on literacy. For example, one day the iPad station could be a “listening center” where QR codes generate audio stories that students listen to to practice plot retention and comprehension.
SUSD also participates in a program called Accelerator Reader. Each school and grade level sets reading and comprehension goals for its students. The students are tested online through the Accelerated Reader program and incentives are provided, by John Wash, for students who reach these goals. The problem is that students cannot test at home, and currently can only test on the library computer during their recess. This discourages participation! With iPads, I could allow students to take these tests during classroom hours. This would encourage students to participate more whole heartedly as they will have designated classroom time to try to achieve their reading goals.
On top of all the ways that iPads can be used to increase students reading, writing, and literacy skills and additional benefit is that students are engaging in technology. In this way, STEM (science, technology, engineering, and math) education, is integrated into other subject matters.
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