Fourteen Nominated for Student Teacher Technology Award Once again, UNO student teachers engage students throughout Omaha!
By Wendy Grojean and Chris Wilcoxen
UNO student teachers once again prove their innovation in local area K-‐12 schools! Fourteen student teachers were nominated for the Fall 2012 Student Teaching with Technology Award. These candidates were nominated by their cooperating teachers and university supervisors for their use of various technologies to engage learners, such as: Interactive White Boards, Research Databases, Web 2.0 tools, iMovie, Blogs, Social Media Sites, iPads, and Apps. Of the fourteen, three nominees were selected by a panel of reviewers for having the most creative and engaging application of technology. The three winners will receive a gift certificate from Learning HQ. They are also invited to the College of Education Distinguished Alumni Luncheon and the Student Teaching Professional Development Day to share their student teaching technology experiences. The Fall 2012 winners in no particular order are:
Kelly Heflin Ninth Grade Geography and World History, Westside Community Schools
This student is very effective at integrating technology into the classroom. A great example of this was exemplified through her use of technology in the DaVinci Contest. She started by having students use databases to research various Renaissance figures. She told students about Noodle Tools for creating bibliographies. She generated a rubric on the project for students to follow using technology. Finally, when it came time for the student vote, she had them use cell phones to generate the winner. Students loved the automatic feedback and watching the results come in!
“I can honestly say I am learning new things from my student teacher each day!” ~Cooperating Teacher
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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Thank you for engaging your students with technology during your student teac hing experience!
Congratulations to all our nominees! Amanda Nye Third Grade Westside J.T. Grachek Tenth Grade English Papillion Kara Kahnk Third, Fourth & Fifth Alternate Curriculum Program Millard Jenna Miller Kindergarten OPS Lindsay Kay Fifth Grade Papillion
Angela Arena Fifth Grade Millard
Callie Kallsen Eighth Grade Council Bluffs
Tina Cernin Third Grade Cedar Bluffs Julie Herrick Fourth Grade Arlington Jessica Scarpa Fourth Grade OPS
Jessica Pagett Middle School Physical Science Council Bluffs