Michaela Mapes Middle School Science and Math, Springfield Platteview Community Schools This candidate uses the student iPads, Smartboard, ITV, and other technologies on a daily basis. She uses technology to plan, teach, and assess her students. For one lesson, she used iPads to assess student understanding at the beginning of class. The knowledge from this assessment helped her to determine the parts of the lesson that needed to be the focus. This student also took a sketch of the nitrogen cycle that was done by a previous student. She scanned it and loaded it onto the classroom website page. She then had the students grab the .pdf from the classroom webpage and load it onto their iPads. They then used an app called, “Show Me” to create a short video/voice over telling in their own words how the nitrogen cycle works while simultaneously using the annotator tool to draw over the sketch and show how the nitrogen was moving through the cycle. The next day, the students each took over the AppleTV to show their “Show Me” to the class. As each one was shown, the class discussed what they agreed with and what they desired to change. The final product really SHOWED that they understood the nitrogen cycle and were able to effectively communicate their understanding in their own words. One student - who does not like to be in front of the class - beamed when their “Show Me” went up on the Apple TV. It allowed the student to have their moment in a different kind of way.
Amy Simodynes Art, Papillion-‐LaVista Public Schools www.OutOfTheBlueComments.blogspot.com
As a prospective future art teacher, this student saw a blog as a way to advocate for art and let people see what is being accomplished in the art room. It connects art production, literacy, writing, and technology. Students benefit by utilizing higher level thinking skills by writing online critiques. It sets up communication, as parents are able to view the blog and stay up-to-date with activities and art assignments. On the first day, each student got on a laptop and created his/her own Google account. Once the students had a Google account, she showed them the different features that Google provides. As an introduction to the blog, each student visited the blog website and practiced submitting a comment and reading different blog entries. When the students submit a comment to the blog, the candidate and cooperating teacher reviewed the comments and approved them before they appeared on the website. They also discussed appropriateness and what would/would not be allowed on the blog. The blog was set up for several reasons. The main objective was to include technology and literacy in the art room. The candidate noticed that students were viewing the art room as a confined space. With the blog, she posted journal articles, artist websites, professional art critiques, student work, etc. When students comment or submit a response on the blog, the submission is graded by a rubric. She enabled the students to read and write about art, not just produce it.
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