Professional Documents
Culture Documents
Introduction
I am a teacher librarian, primary technology teacher, and the school
technology representative for an elementary school in Southwest Denver.
In June 2015, I was told I was going to be taking on the challenge for the
2015-2016 school year of teaching first and second grade students in the
computer lab for one of their specials courses. I have been teaching
kindergarten and first grade in the library for the last 8 years, so this will be
an exciting new change to my schedule. This report details my work at
beginning a technology course for first and second grade students for the
2015-2016 school year, specifically the fall semester.
Setting
Our school is a title one school serving 759 students ages three to age
twelve. Our school has a 92.3% free and reduced lunch rate. Our school
is a highly gifted and talented magnet school which also offers full day
Early Childhood Education and Kindergarten classes. There are 4
classrooms at each grade level and music, art, physical education, and
technology specials courses held each day.
Participants
I am working with first and second grade students in a computer lab setting
with 35 Dell Desktop computers. There are 115 first grade students and
103 second grade students. There are a total of 8 class sections. Each
grade level has two English classes, one Spanish class and one Gifted and
Talented class. I am collaborating with my in building mentor, the 3-5 th
grade technology teacher, and classroom teachers to develop the course
and program throughout the school year.
Problem
Staring a technology course from scratch with no set curriculum was a
challenge. I wanted to make sure my course enhanced what students were
doing in the classroom and to learn computer basics. According to Parker
& Telep (2012) direct instruction in computer skills in a lab doesnt
compete with technology use in the classroom, it improves it. What takes
place in the lab gives students the confidence to use technology effectively
in other classes (p. 6). I started to research technology instruction for
primary students and was surprised that there was not much out there.
When I conducted an online search for primary computer lab programs,
curriculum and lesson plans, you mostly get other technology teachers
Work Process
After reaching out to other district technology teachers, conducting some
online research, and wading though the district matrix for digital skills and
standards, I was trying to determine the best way to house my lessons for
my students. In June of 2015, I attended the InnEDCO (Innovative
Education Colorado) conference in Keystone, Colorado. The conference is
designed to help teachers integrate technological tools with 21st century
skills, it encompasses hands on workshops and networking opportunities to
increase technology use with students. The conference offered some great
ideas to start building my program. The biggest takeaway I had from the
conference was learning how to build a Google Site as the hub of my
courses. Our district has unlimited Google Drive access and free use of
Google Sites. I began developing two different sites for my first grade and
second grade classes. Having the sites as our home base will allow my
student to navigate successfully to class work and assignments.
Objectives/Goals
I have three main objectives for the 2015-2016 school year.
The course will be able to meet the needs of all students through
differentiation.
Students will be able to successfully navigate using the computer to
complete tasks.
At the end of term, students will be able to develop a multimedia
project.
Procedures
The first few weeks of September were spent getting to know the rules of
the computer lab and how to navigate to our class websites. Most students
picked it up right away and it only took a few class sessions for it to
become automatic. Our primary classrooms only have one or two desktop
computers and some laptops for student use. The internet they use at
home is mostly from parents smartphone use. Building navigation skills is
a must. We follow three simple rules in the computer lab: be safe, be kind,
and have fun. Time was also spent teaching routines for entering and
exiting the lab. I wanted to make sure my classroom, even though it is not
a typical classroom, ran smoothly from the start of the school year.
I wanted my students to be able to work toward having some free game
time in the lab, so I incorporated an incentive system to use for students.
Each month in our school we work on developing a Personal Success
Factor. There are seven factors we follow: curiosity, gratitude, optimism,
zest, self-control, grit, and social intelligence. This is a school wide
initiative so I thought it would be a nice way to incorporate an incentive
tracker around these personal success factors in the technology lab. I use
a Promethean ActivInspire flipchart where the kids come up and move a
tech treasure and their name when they are showing or embodying the
personal success factor. Here is an example of one of my classes working
toward showing self-control to earn free time on pbskids.org (their favorite
site):
After every students gets to pull their tech treasure from the treasure chest
to the jar, the free game time is earned. This has been working really well
and I have found it takes about two months for all names to get pulled. It
I am running a website similar to the first grade site which enables students
to have a home base to navigate to and from. The first few weeks were
spent on rituals and routines in the lab setting. I also use the Tech
Treasures incentive with my second grade students.
Content started sooner than first grade and we started right away with the
website learning.com. I collaborated with classroom literacy teachers to
link content to what they were working on in class and made extension
work for them in the lab. I have used videos and screen-casting to get
students on different tools. Some tools I have used so far include: Padlet,
Wordle, Screencast-o-matic, YouTube, and Brainpop. Students also
worked on extension work on the websites Teach Your Monster to Read
and ABCmouse.
With second grade my goals are similar to my first grade students and I
want my students to become successful navigators of online tools and they
have become pretty savvy already. Each class is also very different, so I
am differentiating their needs on their own class site. My second grade
classes are not linked to a district SLO, but I am still planning a large end of
year multimedia project. Beginning in January of 2016 we are going to be
logging into students Google accounts and using Google Classroom I will
be assigning more word processing projects and our final course project
will be to produce a simple life timeline made with Google Drawing. This
project plan is still under construction as I am not too familiar with using
Google Drawing, but I am working on learning all the tools involved. I think
my students will really enjoy making their life timeline on Google Drawing.
Findings
I found from the first semester of this school year is that every student and
every class section in a specials course is different. If you do not
differentiate to meet the needs of your students, you are not setting them
up for successful learning. I found that some students catch on to
navigating technology at a much faster rate than others, and having
extension work for them to got to after an assignment is a must.
I found that a younger students attention span with technology is not as
long as I thought it would be. I have found that breaking up a 45-minute
session with around a 15-minute teacher instruction, a 15-minute activity,
and a 15-minute extension time works best. If students do not have
Conclusion
This year has been a great learning experience. I am a librarian first and
foremost, but now being able to have the ability to teach technology will
allow me to market myself for the future. I know that technology is here to
stay and instead of backing away from the challenge I took it head on. I
have found that my younger students are very capable technology users.
Now that I am spending time teaching them navigation and basic skills, it
will allow our 3-5th grade technology teacher to be able to spend more time
on inquiry and in-depth technology projects when my current students
move through the grade levels.
References
Bucci, T. T. (2003). The technology teaching lab: Meeting the ISTE
challenge. Action in Teacher Education, 24(4), 1.
Denver Public School Matrix for Digital Skills Progressions and Standards
(2014). Retrieved from Google Spreadsheet, December 4, 2015.
Harlfinger, K. (2015) First Grade Technology Site.
Harlfinger, K. (2015) Second Grade Technology Site.
Lyons, C. D., & Tredwell, C. T. (2015). Steps to implementing technology in
inclusive early childhood programs. Computers in the Schools, 32(2),
152-166.
Parker, J., & Telep, T. (2012). Are computer labs obsolete? Learning &
Leading with Technology, 40(1), 6.