In the Classroom: Powerful Tech Tools to Enhance Learning

Powerful & Engaging Tech Tools to Enhance Learning

Most students today have been using technology since they could crawl. They are familiar with all kinds of devices and software as they learn and play—often at the same time. At Norwood, teachers recognize the power of integrating tech tools in lesson plans to engage students and enhance learning for all ages. Teachers understand that using technology as a teaching tool can illustrate and reinforce concepts discussed as a class, creating a 360-degree learning experience.

Norwood classrooms are fully integrated with technology resources that support the School’s differentiated, child-centered learning philosophy. Some resources are more obvious— and always in use—such as tablet computers, iPads, and networked projectors. Other tech resources—like robotics devices and educational software—are less visible because they are connected to specific lessons and learning goals.

“Technology is woven into the fabric of our classrooms and curriculum,” said Mike Risen, director of curriculum and instruction. “With access to a full spectrum of tech tools, our teachers employ them to bring certain concepts to life, engage different kinds of learners, support trial and error, encourage collaboration, and infuse a lesson with a lot of fun. Use of these tools also helps to prepare students for future careers by nurturing important STEM skills like problem-solving, critical-thinking, creativity, and flexibility.

HERE IS A LOOK AT SOME OF THE EXCITING TECH TOOLS CURRENTLY IN PLACE AT NORWOOD:

Kindergarten

CODE-A-PILLARS TO INTRODUCE COMPUTER PROGRAMMING

Are five-year-olds ready to learn about coding? Absolutely. In fact, according to their science teacher Sarah Boor, many kindergartners come to school with the basic knowledge that coding is “instructions for computers.” They understand there are all kinds of things we use in everyday life that require coding in order to work, things like washing machines, watches, heating and cooling systems, and tra c lights, to name a few. One of the most exciting (and fun!) tools for exploring coding with this age group is a FisherPrice learning product called Code-a-pillar, which teaches the basics of coding, like sequencing and programming, by using di erent colored and labeled segments that make up a caterpillar. Kindergartners arrange and rearrange segments (which connect via a USB port) to activate di erent results, such as hitting a target or moving through a maze. “The kids love it,” said Sarah. “They have so much fun and are fully engaged while developing important skills like problem- solving, planning and sequencing, and critical-thinking.” This captivating caterpillar model provides a playful learning experience while teaching young students the fundamentals of computer programming.

Grade 3

COMPUTER SIMULATIONS TO STUDY PROJECTILE MOTION AND BALANCE

“Hands on, minds on” is the theme of the Norwood PK-8 science program, but sometimes “hands on” means turning on your laptop to study a computer simulation illustrating an important scientific concept. Take, for example, Chris Ward’s third-grade science class and their unit on projectile motion. After observing the motion of beanbags released from a giant outdoor catapult, students spent time in the classroom learning about projectile motion by firing various objects out of a cannon via computer simulation. “The nice thing about these simulations is that students can set parameters such as angle, initial speed, and mass. Plus, we don’t have to worry about the variables we can’t control, like wind,” said Chris. “The simulations are a fun and engaging way for students to play around with di erent variables and see what happens.” Chris also uses computer simulations during a unit on balance. Third graders move objects around on a teeter-totter, predicting and observing how changing the positions of objects of various masses on the plank will a ect the motion of the plank. While hands-on experiments and activities are the mainstay of Norwood’s science curriculum, computer simulations are another way to engage students and reinforce understanding.

“With access to a full spectrum of tech tools, our teachers employ them to bring certain concepts to life, engage di erent kinds of learners, support trial and error, encourage collaboration, and infuse a lesson with a lot of fun.” -Mike Risen, Director of Curriculum and Instruction

Grade 4

LEGO MINDSTORMS NXT TO LEARN ABOUT ENERGY

“Robotics is without doubt the most popular unit in fourthgrade science,” said Sarah Boor, lower school science teacher. “When my students walk in and see the robotics materials lined up on the counter, the excitement is palpable.” The purpose of the robotics unit is to learn about di erent types of energy, both renewable and non-renewable. “Energy is something you can’t really see, so using robotics makes a huge di erence in students’ ability to study and understand concepts related to energy,” Sarah shared. Her class uses Lego Mindstorms NXT, a programmable robotics kit, to create various models that demonstrate the collection, storage, and transfer of energy. Working in groups, fourth graders begin the unit by building a car and a hand-cranked generator while observing how energy is accumulated, consumed, and converted. The next step is to build a solar panel or wind turbine. Throughout the unit, the robots actively engage students in critical-thinking as they make assumptions and predictions—as well as build and rebuild—to come up with their own solutions to specific problems. Additionally, as they observe the mechanics and concepts in action, students are able to understand how engineers and designers use scientific knowledge and understanding in their work.

Grade 5

MINECRAFT TO DESIGN AND BUILD A ROMAN DOMUS

Rome wasn’t built in a day and neither were the Roman domī built by Norwood’s fifth graders. Throughout the year, fifth graders have been studying ancient Greece and Rome, immersing themselves in mythology, government, geography, culture, trade, and politics. One of the culminating projects is to create a virtual Roman domus, a type of dwelling for a wealthy Roman family that also served as a place of business and a religious center for worship. The domus featured many rooms, each with a specific purpose. Fifth graders begin this project by researching ancient Roman housing and then sketch a floor plan to scale on graph paper. This formal blueprint is used to build a virtual, 3-D structure using Minecraft: Education Edition, a game-based learning platform. “This is a highly engaging and immersive way for students to learn about ancient Roman housing and lifestyles while developing key STEM skills,” explained fifth grade teacher Imalka Senadhira. “I love that they’re using modernday technology to make connections with the past.” Writing is another important component of the project. Students choose to either keep a journal of the daily building process, write about the specific locations and functions of each space, or pretend they are a real estate agent and prepare a written tour for a prospective buyer.

Grades 7 & 8

LEGO MINDSTORMS EV3 TO BUILD CODING AND ROBOTICS SKILLS

As part of their art elective rotation, seventh and eighth graders have the option to take a coding and robotics course using Lego Mindstorms EV3 software, a great next step for students familiar with programming language. The course, taught by Media Resource Specialist Naomi Manzella, is based on curriculum o ered by Carnegie Mellon University where students tackle a series of “big ideas” by watching a video, taking an online quiz, and reviewing a unit challenge as a class. Then, working in pairs or groups, students construct solutions to each challenge by building, programming, and commanding their own robots. Naomi emphasizes that there is a lot of trial and error involved with each challenge. “I tell them that failure is a good thing and vital to the process of learning,” she said. “They also see the power of collaboration by experiencing what happens when di erent minds work together.” As students move through the series, they grow their computationalthinking skills, such as precision and clarity, using data, creating mental models, and breaking down problems into smaller tasks—important STEM skills not only for robotics, but for solving all kinds of problems.