AR & MUVE
The assigned readings in the module opened up my eyes to a whole new world of integrating and learning. I am really excited to share my experience with Augment Reality and Multi-User Virtual Environment (MUVE). Check out my latest blog and to get some ideas to use in your classroom!
I have learned from my years of teaching, that students come to school having different background knowledge and experiences. As their teacher, it is my job to build upon their understandings and help them make connections in learning. As you know, I teach the English portion of the Dual Language Program for my school. The English part encompasses reading, writing, and phonics. More than half of my 37 students are ESOL. As a reading an ESOL teacher, I understand that the prior knowledge that students have about a topic influence their understanding. Pilgrim and Pilgrim give an example of this in their article when talking about students who have visited the beach. They explained that those students who had the opportunity to visit the beach and are now reading about the beach may have a better chance at understanding the text. While students who haven't visited the beach before have a hard time comprehending due to their inexperience (Pilgrim & Pilgrim, 2016).
I try to do all that I can do to build students prior knowledge. A few months ago, my students had to take an assessment about students going to the science fair and finding a way to solve pollution. After reading the text to them, they had a puzzled look on their face. I asked them if they knew what pollution was. They told me no. Quickly, I found a student-friendly video on YouTube that explained what pollution was. After talking about the video, students took the assessment and was successful. When I taught the second group, I started off by explaining that they were going to be reading a passage that talked about pollution. I told that before we could go any further, I had to share with them a video about pollution. After the video, we had a discussion, I read the passage to them, and there was no confused or puzzled look on their faces. They were successful from the start because I was able to build their background knowledge.
In my class, I use a lot of strategies to build background knowledge. These strategies include the use of manipulatives, realia, pictures, videos, demonstrations, movement, gestures, graphic organizers, word walls, modeling, and scaffolding. With the help of technology, I can enhance visuals for my students through the use of Virtual Reality (VR) or Augmented Reality (AR). VR and AR can promote understanding and scaffold prior knowledge (Pilgrim & Pilgrim, 2016). One AR that I had the opportunity to explore was HP Reveal. HP Reveal is an app that recognizes real-world images in the form of animations, videos, 3D models and web pages. After watching a few YouTube Videos, I realized that I could use the app in my second-grade classroom, like today.
Students had to read a text titled Molly Pitcher. As I stated before, I have ESOL and special needs students, so I knew I had to distinguish from the two different meanings of pitcher. Using this app, I could have created vocabulary cards to give students a clear picture of a pitcher and cannon. I realized that this same concept could be used for vocabulary or a content word wall. To bring in the 4 c’s, I would have my students work in groups to research Jimmy Carter and create a poster to share information about him. The poster will require students to draw pictures that are associated with Jimmy Carter (peanuts – peanut farm, wood/houses- Habitat for Humanity, peace- Egypt and Israel Peace deal). Using HP Reveal, students would provide information using videos, actual photos, or sentences that tell about Jimmy Carter. I could even have students work in groups to research an animal’s life cycle. Once again, they will draw pictures to identify each stage of their animal. Students would also link information such as videos, photos, and experts to use when utilizing HP Reveal.
I also explored to Multi-User Virtual Environment (MUVE) Club Penguin
and Cignition’s Fog Stone Isle. Club Penguin is great for kindergarten and first-grade students because it introduces them into the world of MUVE. Club Penguin also give students the opportunity to collaborate and communicate with other students through games and chats. However, Club Penguin does not touch on creativity or critical thinking. On the other hand, Fog Stone Isle teaches students grades 4-8 essential math concepts (adding and dividing fractions, ratios/probability, decimals, and more) all while they are building villages, gardens, ranches, and factories for theirs. Although it is incredibly engaging, it lacks components of the 4 c’s except for creativity and critical thinking.
All in all, I think these tools are amazing because they are best practices that support ESOL, special need learners, as well as general education students. Furthermore, these tools support learning in a very engaging way. Using these tools will increase student engagement, support students through visual and experiential scaffolding. It will also help build students’ understanding through meaningful and authentic tasks and will aid in student engagement and higher-order thinking (Crews, 2018; Pilgrim & Pilgrim, 2016).
References
Crews, J. (2018). Five Ways Teachers Can Use—and Create—Augmented Reality Experiences. Retrieved from https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-reality-experiences
Devaney, . (2014). 7 reasons digital equity is a social justice issue. Retrieved from https://www.eschoolnews.com/2014/11/12/digital-equity-access-938/
Pilgrim, J. M., & Pilgrim, J. (2016, Winter). The Use of Virtual Reality Tools in the Reading-Language Arts Classroom. TJLE, 2. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf
Planning for Sustainability: Focus on Equity. [Video file]. (2018, January). Retrieved from https://vimeo.com/250488786
SoulPancake. (2017, December 8). If You’ve Never Heard of the ‘Homework Gap’ This Video Will Shock You[Video file]. Retrieved from https://www.youtube.com/watch?v=yqkAlwGsxwE
I have learned from my years of teaching, that students come to school having different background knowledge and experiences. As their teacher, it is my job to build upon their understandings and help them make connections in learning. As you know, I teach the English portion of the Dual Language Program for my school. The English part encompasses reading, writing, and phonics. More than half of my 37 students are ESOL. As a reading an ESOL teacher, I understand that the prior knowledge that students have about a topic influence their understanding. Pilgrim and Pilgrim give an example of this in their article when talking about students who have visited the beach. They explained that those students who had the opportunity to visit the beach and are now reading about the beach may have a better chance at understanding the text. While students who haven't visited the beach before have a hard time comprehending due to their inexperience (Pilgrim & Pilgrim, 2016).
I try to do all that I can do to build students prior knowledge. A few months ago, my students had to take an assessment about students going to the science fair and finding a way to solve pollution. After reading the text to them, they had a puzzled look on their face. I asked them if they knew what pollution was. They told me no. Quickly, I found a student-friendly video on YouTube that explained what pollution was. After talking about the video, students took the assessment and was successful. When I taught the second group, I started off by explaining that they were going to be reading a passage that talked about pollution. I told that before we could go any further, I had to share with them a video about pollution. After the video, we had a discussion, I read the passage to them, and there was no confused or puzzled look on their faces. They were successful from the start because I was able to build their background knowledge.
In my class, I use a lot of strategies to build background knowledge. These strategies include the use of manipulatives, realia, pictures, videos, demonstrations, movement, gestures, graphic organizers, word walls, modeling, and scaffolding. With the help of technology, I can enhance visuals for my students through the use of Virtual Reality (VR) or Augmented Reality (AR). VR and AR can promote understanding and scaffold prior knowledge (Pilgrim & Pilgrim, 2016). One AR that I had the opportunity to explore was HP Reveal. HP Reveal is an app that recognizes real-world images in the form of animations, videos, 3D models and web pages. After watching a few YouTube Videos, I realized that I could use the app in my second-grade classroom, like today.
Students had to read a text titled Molly Pitcher. As I stated before, I have ESOL and special needs students, so I knew I had to distinguish from the two different meanings of pitcher. Using this app, I could have created vocabulary cards to give students a clear picture of a pitcher and cannon. I realized that this same concept could be used for vocabulary or a content word wall. To bring in the 4 c’s, I would have my students work in groups to research Jimmy Carter and create a poster to share information about him. The poster will require students to draw pictures that are associated with Jimmy Carter (peanuts – peanut farm, wood/houses- Habitat for Humanity, peace- Egypt and Israel Peace deal). Using HP Reveal, students would provide information using videos, actual photos, or sentences that tell about Jimmy Carter. I could even have students work in groups to research an animal’s life cycle. Once again, they will draw pictures to identify each stage of their animal. Students would also link information such as videos, photos, and experts to use when utilizing HP Reveal.
I also explored to Multi-User Virtual Environment (MUVE) Club Penguin
and Cignition’s Fog Stone Isle. Club Penguin is great for kindergarten and first-grade students because it introduces them into the world of MUVE. Club Penguin also give students the opportunity to collaborate and communicate with other students through games and chats. However, Club Penguin does not touch on creativity or critical thinking. On the other hand, Fog Stone Isle teaches students grades 4-8 essential math concepts (adding and dividing fractions, ratios/probability, decimals, and more) all while they are building villages, gardens, ranches, and factories for theirs. Although it is incredibly engaging, it lacks components of the 4 c’s except for creativity and critical thinking.
All in all, I think these tools are amazing because they are best practices that support ESOL, special need learners, as well as general education students. Furthermore, these tools support learning in a very engaging way. Using these tools will increase student engagement, support students through visual and experiential scaffolding. It will also help build students’ understanding through meaningful and authentic tasks and will aid in student engagement and higher-order thinking (Crews, 2018; Pilgrim & Pilgrim, 2016).
References
Crews, J. (2018). Five Ways Teachers Can Use—and Create—Augmented Reality Experiences. Retrieved from https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-reality-experiences
Devaney, . (2014). 7 reasons digital equity is a social justice issue. Retrieved from https://www.eschoolnews.com/2014/11/12/digital-equity-access-938/
Pilgrim, J. M., & Pilgrim, J. (2016, Winter). The Use of Virtual Reality Tools in the Reading-Language Arts Classroom. TJLE, 2. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf
Planning for Sustainability: Focus on Equity. [Video file]. (2018, January). Retrieved from https://vimeo.com/250488786
SoulPancake. (2017, December 8). If You’ve Never Heard of the ‘Homework Gap’ This Video Will Shock You[Video file]. Retrieved from https://www.youtube.com/watch?v=yqkAlwGsxwE
Digital Divide
Before starting this program, I had never heard of the term digital divide. Before this semester, I really didn’t understand what digital divide was. I now know that the digital divide is the difference between students who have access to proper devices and or technology versus students who not have access to appropriate devices and or technology (Devaney, 2014; Kang, 2016).
My school has purchased the following devices to make sure that students are equipped with technology resources; classroom computers (five), mobile carts (one laptop cart and three iPad carts), and computer labs (two). Although we are equipped with these tools, teachers are not using the resources to prepare digital learners for success. They are using resources for practice and drill. Consequently, there is a divide between technology instruction and implementation within my school. In other words, teachers are not trained on how to teach using technology that will empower students and promote higher order thinking, creativity, and problem-solving. This program is giving me the tools that I need to support 21st-century learners.
To provide equitable access to technology in my classroom, I utilize my 5 computers and iPads daily, through literacy stations. I even took it upon myself to let my students use my personal iPad to give students 1;1 within a station. I consistently go to the library and implement web 2.0 tools and assessments such as Kahoot, Plickers, Spark Video, Blendspace, Sway, Seesaw, Word and other resources. I even collaborate with the librarian weekly on lessons that integrate technology. I work really hard with giving my students the tasks of communicating and collaborating with their peers as well as using critical thinking skills to create something. I am trying really hard to prepare my students as 21st-century learners.
I am aware that not all of my students in my homeroom have access to a device as well as the internet, 16 out of the 17 of my students do. Although they have access to multiple devices and the internet, they have told me that they do not use those resources for homework. This makes it extremely hard when assigning homework for students on Prodigy, Raz-Kids, and Xtra Math. I am forced to use these websites as an option since parents will not allow their students to use them with fidelity. As you can see, there is a digital divide here. Parents are not aware of the importance of utilizing technology tools at home. They are not aware that students who use devices and can access resources when they need at home will improve their math and reading skills. Also, they are able to connect with their teachers as well as collaborate with peers. Furthermore, students who have access to digital resources at home have a higher graduation rate. While students who do not have access to devices or internet loses collaborative and creative opportunities and a chance for rich opportunities (Devaney, 2014).
One way to improve digital equity within my school is to coordinate technology workshops that will train teachers on technology tools that they could use to enhance their teaching practice. I wouldn’t mind coaching a small group of teachers who need a little more one-on-one. I think that each grade level should have their very own laptop cart to share amongst each other. This will not only give classrooms the chance to apply the skills they have learned in the technology workshops, but it will also provide more access to technology in each class. This could come into fruition through writing grants, school’s cell phone tower money, technology budget, and fundraiser. To get more resources in my classroom, I could do donors choose. I would also share information with my parents about digital equity and how they are putting their students at a disadvantage by not letting them use resources that are available to them (SoulPancake, 2017).
One way to improve digital equity is to make sure that people in the community are aware of digital resources (Focus on Equity, 2018). Consequently, I feel that it is my job to share information with my parents about digital equity and the homework gap. Students will be given more homework assignments that will require the use of the internet. If students are not able to use devices, they will continue to fall behind. This would put students at a disadvantage academically (SoulPancake, 2017). I would also share the video, If You’ve Never Heard of the ‘Homework Gap’ This Video Will Shock You. I will also inform parents on how to find and use free digital resources such as wifi or hot spots. I would even tell parents about Xfinity Xfinity Internet Service program, where they will give low-cost-high-speed internet for $9.95 a month as well as a discounted rate for laptops. I would do my part in helping close the gap between digital equity.
My school has purchased the following devices to make sure that students are equipped with technology resources; classroom computers (five), mobile carts (one laptop cart and three iPad carts), and computer labs (two). Although we are equipped with these tools, teachers are not using the resources to prepare digital learners for success. They are using resources for practice and drill. Consequently, there is a divide between technology instruction and implementation within my school. In other words, teachers are not trained on how to teach using technology that will empower students and promote higher order thinking, creativity, and problem-solving. This program is giving me the tools that I need to support 21st-century learners.
To provide equitable access to technology in my classroom, I utilize my 5 computers and iPads daily, through literacy stations. I even took it upon myself to let my students use my personal iPad to give students 1;1 within a station. I consistently go to the library and implement web 2.0 tools and assessments such as Kahoot, Plickers, Spark Video, Blendspace, Sway, Seesaw, Word and other resources. I even collaborate with the librarian weekly on lessons that integrate technology. I work really hard with giving my students the tasks of communicating and collaborating with their peers as well as using critical thinking skills to create something. I am trying really hard to prepare my students as 21st-century learners.
I am aware that not all of my students in my homeroom have access to a device as well as the internet, 16 out of the 17 of my students do. Although they have access to multiple devices and the internet, they have told me that they do not use those resources for homework. This makes it extremely hard when assigning homework for students on Prodigy, Raz-Kids, and Xtra Math. I am forced to use these websites as an option since parents will not allow their students to use them with fidelity. As you can see, there is a digital divide here. Parents are not aware of the importance of utilizing technology tools at home. They are not aware that students who use devices and can access resources when they need at home will improve their math and reading skills. Also, they are able to connect with their teachers as well as collaborate with peers. Furthermore, students who have access to digital resources at home have a higher graduation rate. While students who do not have access to devices or internet loses collaborative and creative opportunities and a chance for rich opportunities (Devaney, 2014).
One way to improve digital equity within my school is to coordinate technology workshops that will train teachers on technology tools that they could use to enhance their teaching practice. I wouldn’t mind coaching a small group of teachers who need a little more one-on-one. I think that each grade level should have their very own laptop cart to share amongst each other. This will not only give classrooms the chance to apply the skills they have learned in the technology workshops, but it will also provide more access to technology in each class. This could come into fruition through writing grants, school’s cell phone tower money, technology budget, and fundraiser. To get more resources in my classroom, I could do donors choose. I would also share information with my parents about digital equity and how they are putting their students at a disadvantage by not letting them use resources that are available to them (SoulPancake, 2017).
One way to improve digital equity is to make sure that people in the community are aware of digital resources (Focus on Equity, 2018). Consequently, I feel that it is my job to share information with my parents about digital equity and the homework gap. Students will be given more homework assignments that will require the use of the internet. If students are not able to use devices, they will continue to fall behind. This would put students at a disadvantage academically (SoulPancake, 2017). I would also share the video, If You’ve Never Heard of the ‘Homework Gap’ This Video Will Shock You. I will also inform parents on how to find and use free digital resources such as wifi or hot spots. I would even tell parents about Xfinity Xfinity Internet Service program, where they will give low-cost-high-speed internet for $9.95 a month as well as a discounted rate for laptops. I would do my part in helping close the gap between digital equity.