A few months before students received their iPads, my first thought about incorporating iPads in an algebra class was “how can I do this beyond having students only access the internet or having students use a calculator app?” But why? As excited as the students are about having an iPad for their use, I decided for the first day, that’s all they needed to do.
Week 1, Day 1: Access, Calculators and QR Codes
I knew the first day students had their ipads, they would be enthrawled with the iPad that I would need to develop a set of expecations including the who, what, when, where and why the iPad would be used appropriately in my classroom. Not having experienced this before, I had to consider what would be irresponsible, disrespectful, and unsuccessful student use of the iPad. However, I made sure to write my classroom expectations for my iLearners in the affirmative of students being responsible, respectful and successful with the iPad before, during and after instruction. Feeling ready to stand before my students, I created a poster with the expectations and prepared my lessons for the next day.
THE PLAN: The plan was for a portion of the class period, students would complete online math practice. For another portion of class, students were able to use My Script Calculator app while performing calculations for Pythagorean theorem problems. Overly excited about students having the device, I became adventurous with my afternoon class and had students complete a Pythagorean Theorem Scavenger Hunt using QR codes to find the answer that leads to the next problem.
Victories:
· Students used the iPad in an algebra class
· Students were excited about the MyScript Calculator app; students were beginning to see when it was advantageous to use the app or when best to use a scientific calculator as described in CCMPS #5 (Use of appropriate tools).
· Leadership opportunities arose that were not related to math skill: students peer tutored others with the device
Lessons Learned:
· Expectations for use of the ipad have be clearly communicated and reinforced. Common language for class needs to be defined for students so misunderstanding/miscommunications do not occur.
· Students need moments to embrace the ipad in the classroom as the newness wears off.
· Not all students are digitally proficient by 8th grade and may need time to get acclimated to the device. About half the students in each class have smart phones and if they do, some students are used to the android platform and not the apple platform.
· As the teacher, I must show students that I have a level of trust in their proper use of the device and offer praise can complements when they are meeting appropriate classroom usage with the ipad.
Needs:
· All students need to have Apple ID
Week 1, Day 2/3: Measuring Digital Distance
I am that teacher that loves to think outside the box, be creative and develop fun and engaging tasks for students. Being that’s the case, I was determined to find a way sooner than later to use the iPad to make the learning experience for students more efficient. Well, that was the goal anyway. How far could I take a lesson in the lesson the digital realm?
THE PLAN: Students would use the ipads in a more sophisticated way for class. As I saw it, I would airdrop students a typical Pythagorean Theorem baseball field application problem to launch the lesson, they would upload the image into a note taking app like Evernote, Notability or Penultimate and solve the problem showing their work. Once done, students would airdrop their solutions back to me so I could use them as a formative assessment. Having done all that, the next step was to add the app Easy Measure so students could measure the distance of the baselines on the baseball fields at our school. We were all excited because this lesson would take us outside of the classroom to investigate algebraic connections. Sounds like a great use of the iPad, right? Well it was. While the “set-up” for the lesson took much longer than anticipated and lesson rolled over into two days, it was still a success.
Victories:
· Again I used the iPad in was beyond the internet and as a calculator
· I exposed students to other features an apps on the ipad
· Students naturally used the note taking apps to record the baseline distances instead of the labsheet I created. They transferred the data later.
· Students demonstrated levels of proficiency with CCMPS #6 (Attention to Precision) using the Easy Measure App
Lessons Learned:
· It’s best to incorporate one new feature at time; the initial use for students can take longer than anticipated.
· Students will lead me digitally where I may not have expected to go; they act as the other half of my brain with lesson and we learn and problem solve together
· Students love to learn outside of the walls of the classroom
· Some students felt the use of “the iPad made some things more challenging than they needed to be but it was still fun.”
· The iPad doesn’t have to be used as a direct tool for learning everyday. Use it only where it will make the greatest impact.
Need:
· Time to reflect, collect lessons and gather student feedback
· A digital break; my brain is on digital overload
Week 2, Day 5 : 2048 Lesson
Now that my classes have had varied experience with the ipads and student have demonstrated their ability to be academically responsible, respectful and successful with the ipads in our algebra classroom, and we have had a digital break for a couple of days, it was time to consider the next opportunity to blend technology and algebra. Our next unit topic is exponential relationships and I knew there had to be a myriad of ways students could use the ipad to launch and enhance their learning experience. Wouldn’t you know it?! As I played the game 2048 on my ipad the night before, it hit me! I’ll use this game to kick off the unit.
THE PLAN: Student would play 2048 for a few rounds in while indirectly noticing how the numbers change. This doubling pattern of change would lead to students first lesson on exponential growth. Students were given a labsheet to collect data as they played the game. From there, students are asked to construct a graph, write an equation that models the relationship, and make predictions.
Victory:
· High level of student engagement
· Interactive way to see pattern
· Accessible to all students regardless of ability level
Lessons Learned:
· Students get deep into game: either need to explain purpose before introducing game or incorporate deliberate pauses in game for discussion to ensure students are connecting game play to algebraic concepts.
· Technology needs to be strategically placed in curriculum and for varied purposes so students see the benefits of using the iPad and do not get bored with the technology.
Needs:
· Nothing
Week 1, Day 1: Access, Calculators and QR Codes
I knew the first day students had their ipads, they would be enthrawled with the iPad that I would need to develop a set of expecations including the who, what, when, where and why the iPad would be used appropriately in my classroom. Not having experienced this before, I had to consider what would be irresponsible, disrespectful, and unsuccessful student use of the iPad. However, I made sure to write my classroom expectations for my iLearners in the affirmative of students being responsible, respectful and successful with the iPad before, during and after instruction. Feeling ready to stand before my students, I created a poster with the expectations and prepared my lessons for the next day.
THE PLAN: The plan was for a portion of the class period, students would complete online math practice. For another portion of class, students were able to use My Script Calculator app while performing calculations for Pythagorean theorem problems. Overly excited about students having the device, I became adventurous with my afternoon class and had students complete a Pythagorean Theorem Scavenger Hunt using QR codes to find the answer that leads to the next problem.
Victories:
· Students used the iPad in an algebra class
· Students were excited about the MyScript Calculator app; students were beginning to see when it was advantageous to use the app or when best to use a scientific calculator as described in CCMPS #5 (Use of appropriate tools).
· Leadership opportunities arose that were not related to math skill: students peer tutored others with the device
Lessons Learned:
· Expectations for use of the ipad have be clearly communicated and reinforced. Common language for class needs to be defined for students so misunderstanding/miscommunications do not occur.
· Students need moments to embrace the ipad in the classroom as the newness wears off.
· Not all students are digitally proficient by 8th grade and may need time to get acclimated to the device. About half the students in each class have smart phones and if they do, some students are used to the android platform and not the apple platform.
· As the teacher, I must show students that I have a level of trust in their proper use of the device and offer praise can complements when they are meeting appropriate classroom usage with the ipad.
Needs:
· All students need to have Apple ID
Week 1, Day 2/3: Measuring Digital Distance
I am that teacher that loves to think outside the box, be creative and develop fun and engaging tasks for students. Being that’s the case, I was determined to find a way sooner than later to use the iPad to make the learning experience for students more efficient. Well, that was the goal anyway. How far could I take a lesson in the lesson the digital realm?
THE PLAN: Students would use the ipads in a more sophisticated way for class. As I saw it, I would airdrop students a typical Pythagorean Theorem baseball field application problem to launch the lesson, they would upload the image into a note taking app like Evernote, Notability or Penultimate and solve the problem showing their work. Once done, students would airdrop their solutions back to me so I could use them as a formative assessment. Having done all that, the next step was to add the app Easy Measure so students could measure the distance of the baselines on the baseball fields at our school. We were all excited because this lesson would take us outside of the classroom to investigate algebraic connections. Sounds like a great use of the iPad, right? Well it was. While the “set-up” for the lesson took much longer than anticipated and lesson rolled over into two days, it was still a success.
Victories:
· Again I used the iPad in was beyond the internet and as a calculator
· I exposed students to other features an apps on the ipad
· Students naturally used the note taking apps to record the baseline distances instead of the labsheet I created. They transferred the data later.
· Students demonstrated levels of proficiency with CCMPS #6 (Attention to Precision) using the Easy Measure App
Lessons Learned:
· It’s best to incorporate one new feature at time; the initial use for students can take longer than anticipated.
· Students will lead me digitally where I may not have expected to go; they act as the other half of my brain with lesson and we learn and problem solve together
· Students love to learn outside of the walls of the classroom
· Some students felt the use of “the iPad made some things more challenging than they needed to be but it was still fun.”
· The iPad doesn’t have to be used as a direct tool for learning everyday. Use it only where it will make the greatest impact.
Need:
· Time to reflect, collect lessons and gather student feedback
· A digital break; my brain is on digital overload
Week 2, Day 5 : 2048 Lesson
Now that my classes have had varied experience with the ipads and student have demonstrated their ability to be academically responsible, respectful and successful with the ipads in our algebra classroom, and we have had a digital break for a couple of days, it was time to consider the next opportunity to blend technology and algebra. Our next unit topic is exponential relationships and I knew there had to be a myriad of ways students could use the ipad to launch and enhance their learning experience. Wouldn’t you know it?! As I played the game 2048 on my ipad the night before, it hit me! I’ll use this game to kick off the unit.
THE PLAN: Student would play 2048 for a few rounds in while indirectly noticing how the numbers change. This doubling pattern of change would lead to students first lesson on exponential growth. Students were given a labsheet to collect data as they played the game. From there, students are asked to construct a graph, write an equation that models the relationship, and make predictions.
Victory:
· High level of student engagement
· Interactive way to see pattern
· Accessible to all students regardless of ability level
Lessons Learned:
· Students get deep into game: either need to explain purpose before introducing game or incorporate deliberate pauses in game for discussion to ensure students are connecting game play to algebraic concepts.
· Technology needs to be strategically placed in curriculum and for varied purposes so students see the benefits of using the iPad and do not get bored with the technology.
Needs:
· Nothing