What is my rally cry?
In my school there is lots of flexibility to implement our own methods and styles. We run on a project-based system in which each teacher is given the freedom to create a yearly project as an "excuse" to teach English. In this sense, we are given lots of freedom to choose how we teach English topics. However, the school has little technology, all of which is shared within the primary and secondary classrooms. They use ChromeBooks which are nice, but not so user friendly for young students. A lot of time is lost by having students log-in and also having all computer information lost overnight. We currently have stopped using the ChromeBooks in our classroom activities due to these factors. Another issue that is occurring is that students are reaching the upper 4-6 grades with little oral English and computer skills. I would like to have a classroom set of tablets or iPads to use with my students to effectively practice their English through games, portfolios, and creative software and apps while implementing the station-rotation model.
My goal is to purchase and implement 10 classroom tablets in my own along with other lower-elementary classrooms in which our teams can use to create a smooth-running station-rotation model classroom and increase English academic achievement. Tablets are chosen as opposed to a classroom set of laptops for a variety of reasons. In a lower primary and low English level class, laptops can be difficult to operate and maneuver. Tablets are more intuitive and easier to use than laptops. Most of the young students have a tablet at home that they already know how to use. There are a large variety of apps in which the students can easily click an open in opposed to typing in a webpage. Jenna Aston writes in her article a comparison between desktops, laptops, and tablets. After reading through all of them, tablets are the best fit for my group.
Article: Computers in the classroom: desktop vs. laptop vs. tablet
Who is involved?
This implementation will require an autonomous blended-learning team due to the purchase and implementation of new technology, as well as introducing the blended station-rotation model in grades 1-3. The central staff, technology team, principal, and one head teacher from each grade would need to be involved to implement the new technologies. The central staff will be needed in order to approve the tablet purchases within the school budget. Support from heads and tech staff will be essential in the implementation, as it would be dealing with new devices and may require purchases or subscriptions for different apps. The primary head will be able to oversee and reinforce the use of the station-rotation model within the classrooms. The lead teacher from each grade will instill that the disruptive model is taking place in each classroom. I would volunteer to co-lead this team along with the technology head.
My goal is to purchase and implement 10 classroom tablets in my own along with other lower-elementary classrooms in which our teams can use to create a smooth-running station-rotation model classroom and increase English academic achievement. Tablets are chosen as opposed to a classroom set of laptops for a variety of reasons. In a lower primary and low English level class, laptops can be difficult to operate and maneuver. Tablets are more intuitive and easier to use than laptops. Most of the young students have a tablet at home that they already know how to use. There are a large variety of apps in which the students can easily click an open in opposed to typing in a webpage. Jenna Aston writes in her article a comparison between desktops, laptops, and tablets. After reading through all of them, tablets are the best fit for my group.
Article: Computers in the classroom: desktop vs. laptop vs. tablet
This image represents the various applications which would be implemented to use with tablets in my station-rotation model classroom. The following article shows many examples of how these apps can be used in the classroom.
Who is involved?
This implementation will require an autonomous blended-learning team due to the purchase and implementation of new technology, as well as introducing the blended station-rotation model in grades 1-3. The central staff, technology team, principal, and one head teacher from each grade would need to be involved to implement the new technologies. The central staff will be needed in order to approve the tablet purchases within the school budget. Support from heads and tech staff will be essential in the implementation, as it would be dealing with new devices and may require purchases or subscriptions for different apps. The primary head will be able to oversee and reinforce the use of the station-rotation model within the classrooms. The lead teacher from each grade will instill that the disruptive model is taking place in each classroom. I would volunteer to co-lead this team along with the technology head.
The station-rotation model will be implemented into each classroom with the new technologies. This model will replace the current whole-group model seen in many of the classrooms. With the wide variety of English and academic levels, we will be able to adapt our activities according to the needs of each student. This type of model will allow students to be receiving the type of instruction they need to improve their English skills.
Three main advantages would come out of the completion of this goal. The first advantage is the classrooms will have their own devices to use daily. The second is the ease and effectiveness of having various apps to use within the classroom. This will help with the flow of our station rotations in a way in which students are able to independently access the activity without asking for assistance. Thirdly, students will be able to improve their oral English skills through innovative and creative apps.
The following video and photo are examples of what an ideal classroom would look like. Having a class set of tablets would fulfill the technology station in which students will pass through certain activities according to their level. The idea with having tablets is for students to have a quick entrance to the activity with a QR code and no logging in.
References:
Aston, Jenna. “Computers in the Classroom: Desktop vs. Laptop vs. Tablet.” Stone Group, 26 Oct. 2018, www.stonegroup.co.uk/insights/computers-in-the-classroom/.
Educationalappstore. “Best Apps for Schools 2019: For Teachers and Students.” Educational App Store, 1 Jan. 2019, www.educationalappstore.com/app-lists/best-apps-for-schools.
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