says. “At OSU, we want our preservice and in-service teachers to think critically about technology integration, carefully considering how to support their students’ learning goals and needs.” The faculty introduced a framework for thinking about technology integration called TPACK (Mishra and Koehler, 2006). In this model, students consider their children’s content knowledge and pedagogical knowledge when deciding to use a technology tool. “Teachers are also learners, particularly in this project,” Vasinda says. “This is an opportunity for OSU students to practice using emerging technologies in a thoughtful, purposeful and effective way.” Faculty and pre-service teachers explored many applications to use in tutoring sessions during the initial semester of using iPads. For example, an app called Educreations, which records both voice and pen strokes at 30-minute intervals, was found to be highly effective. The OSU students use the information from the recordings to determine how their tutees understand and process math concepts. It also helps with assessment and making instructional decisions. According to Sanogo, the students being tutored were better engaged with the iPads,
New iPads have made a difference for OSU pre-service teachers
compared with previous semesters when iPads were not used. Sanogo says one tutor had a difficult time keeping her charge engaged. “She recorded the session and sent it to me,” Sanogo says. “By listening to the session, I was able suggest strategies for [the pre-service teacher] to use when the student became off task.” The feedback proved beneficial, and the sessions went smoothly after that. It was also helpful that tutors shared each child’s recording with their parents at an end-of-semester conference. Utilizing iPads in the university course has increased collaboration. OSU students take pictures of their work to save to digital notebooks. In class, when a student shares a new invented strategy on the SMARTboard,
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tutoring students through the Randall and Carol White Reading and Mathematics Center.
classmates use iPads to take pictures of the strategy for future reference. “I am learning more efficient ways to teach mathematics and share mathematical thinking by using the iPad,” Sanogo says. The learning and collaboration are ongoing. Sanogo, Vasinda and Kander continue to collect data to determine best practices in preparing high quality teachers for 21st-century classrooms.
C o l l e g e o f E d u c a t i o n O k l a h o m a
S t a t e
U n i v e r s i t y
Published on May 28, 2014