Nursery students have been exploring with the section’s copy machine, making copies of drawings and objects like shoes and pencils, …even their own hands! The children were shown how the machine is turned on and off, how to re-fill the paper container, and how to make copies.
They developed theories about how the copier works, what it can do, and what a copy is:
After this introduction, we made copies of the children’s fingers showing numbers 1-10, thus linking math and technology.
Nursery 3 has been using technology as an assessment tool. The SMART board was recently used to make a final nursery evaluation of letter skills.
The next step will be to print the images of what they did in the SMART board and classify their names in groups based on the quantity of letters or initial sound. These can be grouped in the form of a chart or graph for children to analyze and manipulate.The SMART board was also used to support students practicing their name. They counted the number of letters in their names and wrote the number.
In PK4 we have been encouraging our students to become authors and illustrators. We asked them to write their own book with their parents. They brought their books to school and shared them with the rest of the class and then began interviewing one another and recording each other reading their books with the classroom iPad. They had so much fun!
This month, PK5 has been working with the phrase “What do you see?”. We have been focusing on the idea of what makes up the world around us. The things and people that we see are a part of our learning environment. Several “expert photographers” have learned how to use a camera independently and they are teaching their peers how to turn on the camera, zoom in and out and review the photos that they have taken.
Children in K6 chose a song to learn for Mother’s Day. We watched the original video of the song and children got excited about making their own video. We then talked about the things we needed to know to make the video and the first thing they came up with was that they needed to learn the lyrics for the song, so we looked for them in Google and printed them.
Most of the children were very excited to know they could get the lyrics for most songs and then download them in print. We talked about the importance of using Google and YouTube only with adult supervision.
Most of the children were very excited to know they could get the lyrics for most songs and then download them in print. We talked about the importance of using Google and YouTube only with adult supervision.
The next thing they wanted to know was the steps to dance along with the song. We watched some dancing lessons on YouTube and some children made a video to share some ideas with their friends of the steps they could use for the Mother’s Day presentation.
Students in K7 used technology to assist them in a unit on homes. Families sent a photo of the child’s own home that students used to draw a realistic picture. We also used the photos to describe parts of a house and practice speaking in complete sentences in English.
Then, we used the computer to map where the children lived in relation to ASFG and in relation to the rest of the world, and finally, the students used the SMART board to draw realistic houses.
Then, we used the computer to map where the children lived in relation to ASFG and in relation to the rest of the world, and finally, the students used the SMART board to draw realistic houses.
We have been studying airplanes for several weeks and wanted to use this theme for our Father’s Day gift. We decided to have the children make a special drawing of themselves and their father, flying in a plane/helicopter.
The students were presented with a wide assortment of previously downloaded landscape photos. Each student selected his/her favorite and pasted the drawing on it. Our students then dictated a story based on this work to their teacher. They gave each story a title and chose their favorite part of story event to write a sentence.
The students were presented with a wide assortment of previously downloaded landscape photos. Each student selected his/her favorite and pasted the drawing on it. Our students then dictated a story based on this work to their teacher. They gave each story a title and chose their favorite part of story event to write a sentence.
We brought in a special microphone and after practicing their sentence, the children recorded their voice into the computer. We created a video in iMovie using the children’s artwork, written work, and voice recordings together with special sound effects:
This is an example of one of the stories:
Looking at the World - by Elena
“Once upon a time, my dad and me were in a helicopter looking at the whole world. We saw our tower where my dad lived with me. I went to his office, to where he works. I did a little of his job. He had a meeting. I ate a little bit of his chocolate. Then I was hungry again, and ate another one of his chocolates. Then I ate dinner at my house.”
“Once upon a time, my dad and me were in a helicopter looking at the whole world. We saw our tower where my dad lived with me. I went to his office, to where he works. I did a little of his job. He had a meeting. I ate a little bit of his chocolate. Then I was hungry again, and ate another one of his chocolates. Then I ate dinner at my house.”
K10 finished their eBook "The Pigeon Goes to School" and can independently access it on the classroom’s iPad in iBook.
PK-K11 has shared an example of how technology skills are fostered in an early childhood classroom. | |
En la clase de español, nos hemos enfocado en analizar las diversas formas que un libro es presentado de manera electrónica. Para lograr este objetivo, se les explicó a los alumnos el título de un eBook y qué componentes o aplicaciones vienen inmersas en el mismo para que ellos puedan manipularlo y aprovechar todas las ventajas que ofrece.
Uno de los eBooks en español estudiados tiene por título “Tab, el murciélago blanco”. Los alumnos de kínder tuvieron la oportunidad de escuchar la historia por parte de la maestra , analizar las diferencias con la lectura e imágenes interactivas, y también disfrutar de los juegos incluidos diseñados para un mejor raciocinio.
Varios de los alumnos decidieron llevar más allá su aprendizaje y realizar diversas actividades que involucran al personaje principal “Tab”.
Varios de los alumnos decidieron llevar más allá su aprendizaje y realizar diversas actividades que involucran al personaje principal “Tab”.