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When we first started with the iPads, it was definitely a learning process for me to find how to incorporate them into the math classroom. The first time I was really inspired by my students' use of this technology was when I had asked them to do a project where they collected and analyzed data and had to share their results with the class. I had just suggested one method of presenting the information using their iPads, but said I was open to other ideas if they had them. They were so excited to share other apps and websites that they had used before, and use them to compile their data and analysis in their own creative ways. Every group's presentation was different. It was amazing to see them take the lead on this - and they did a great job!

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It has been so wonderful to utilize GC with my students this year. They submit their papers, and they are so easy to read. I utilize the comments throughout, and they are excited to see the feedback. I can do this at school or at home without carrying the hard copy of papers with me. It is also fun to be able to check in with them while they are working on their paper. It helps keeps them on task, wondering and waiting for me to click into their work. ;)

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Several years ago, when I taught 3rd grade, we were learning about Jesus' Resurrection. I had the students reflect (in groups) on how various characters of the story (Doubting Thomas, Mary Magdalene, St. Peter...)would have reacted to the news of the event. Each group then received an iPad and had to pretend to be a newscaster and interview the characters of the story. It was very neat to see how implementing technology made the students more excited about the project. Logistically, it also helped since the list of characters were small, each child was able to participate, instead of just 4-5 kids in the class.

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I've used animated maps on my SmartBoard and my students report that they can understand what happened in a battle when they can see the movement of the troops and ships. They tell me it "didn't make sense" until they SAW it happen on a map with moving arrows, popping bursts, and sound effects.  It is really cool to see them understand and have that "light bulb" moment in my classroom!

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I've used animated maps on my SmartBoard and my students report that they can understand what happened in a battle when they can see the movement of the troops and ships. They tell me it "didn't make sense" until they SAW it happen on a map with moving arrows, popping bursts, and sound effects.  It is really cool to see them understand and have that "light bulb" moment in my classroom!

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The 5th and 6th graders LOVE using the iPads to learn about history.  They tell me it is "way more fun" to interact with the iPad than to read from our textbook or read an article in a magazine.

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The 5th and 6th graders LOVE using the iPads to learn about history.  They tell me it is "way more fun" to interact with the iPad than to read from our textbook or read an article in a magazine.

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I was really amazed at the work my 7th graders did last year as they began creating interactive notebooks using Google Slides. Students shared their presentations with other group members so they could work collaboratively to create presentations that were then shared with the entire class. The slides included word splashes, picture collages, informative diagrams, and written responses. We created the first Interactive Notebooks for Alice in Wonderland and then improved upon our skills with The Martian.

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I remember having students use Excel in 3rd grade to create a mock budget for our School Board.  They were so in to it and couldn't wait to learn more about how to add formulas, color cells, and display a graph with the tap of a finger.  I could never have generated the enthusiasm for using  spreadsheet tools without the students natural desire to create and  share their work with others.  It was PBL at its best and the School Board loved it!

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I remember having students use Excel in 3rd grade to create a mock budget for our School Board.  They were so in to it and couldn't wait to learn more about how to add formulas, color cells, and display a graph with the tap of a finger.  I could never have generated the enthusiasm for using  spreadsheet tools without the students natural desire to create and  share their work with others.  It was PBL at its best and the School Board loved it!

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An important part of teaching students to write is conferencing individually with students to help them make goals and develop different parts of their writing. However, it can be hard to find time to conference with students, even for a few minutes, if you have 15-25 in one class. An easy solution I found last year was through Google Classroom! I had students respond to a question in their own copy of the assignment on ipads during class. Then, as they worked, I commented in their Google Classroom assignment at my computer with recommendations or notes in a different color. When they had addressed it, they could delete my comment. If a student had a larger issue, then I pulled him/her for a conference. Then when they finished, they simply submitted the assignment in Classroom. I was able to conference with 14 students at once! I could give them individualized advice and didn't feel pressured by time to get to the next student.

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A number of years ago, students were working on a vocabulary activity on the I-pads. They had the task of exploring different apps to make vocabulary interactive and fun. They were highly engaged and really exploring different apps. When two students found apps they loved, they asked to share them by using the air server to demonstrate on the Smart board. When they did this, it the enthusiasm in the room was phenomenal. Students were highly motivated and were studying vocabulary at the same time.

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Hour of code is a week in december which students all around the nation participate in coding activities on the website code.org. I would use this unit to launch coding lessons with the students, one lesson began with students following the programming steps by walking around the room reinacting the coding movements before completing the other activities online. It the end of these activities I would challenge the kids to transfer their knowledge from this unit to a different programming called Scratch. It was always rewarding to watch the students experience their own “ahha” moments while exploring and creating. Seeing student make connections andspparking interest to take it one step further and investigate how apps are designed.

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A transformative teaching moment I encounter was in 2012 (our current 8th gr. st. were in my 3rd gr. class). We were in the computer lab and I had the class signed in to our Edmodo account. This was our L.A. period and students were navigating multimedia clips, responding to teacher and peer-lead questions, and working at their own pace. I looked around and students were engaged, reading/writing online synchronously, and demonstrating proficiency of tech while meeting curriculum obj. Surprisingly, the room was silent, but students were interacting with each other. As I sat at the teacher station in the back of the room and read/responded to students' posts, it hit me that the class was behaving like my graduate class.  It was a special moment because I realized that 3rd gr. students are capable of using an LMS in a hybrid format, and the lesson, which typically would've been mundane (reading from a book and answering worksheet questions) was motivating and used technologies that SJRCS worked hard to acquire and implement.