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Abstract

ABSTRACT

In the past, educators “used technology as a communication tool” (Barron, Kemker, Harmes, & Kalaydjian, 2003, p. 2), but presently, there is a need for educators to use technology “…in creative ways…allowing for innovative learning experience …” (Doering & Veletsianos, 2008).  According to the 2012 edition of the New Media Consortium (NMC) Horizon Report, “…students already spend much of their free time on the internet, learning and exchanging new information through various resources, including social networks…” (Johnson, Adams, & Cummins, 2012, p. 7). Thus, the development of technological devices like smart phones, tablets and the smart board give students the opportunity to experience informal learning inside and outside their classrooms. Likewise, this integration allows students to have a sense of responsibility towards the outcome of their studies which in turn makes them interested and committed to their success.  In this paper, the learning activity chosen is the use of tablets to teach third grade students poetry.  Patrick Lewis (2012) states in his article “Can Children’s Poetry Matter?’ that “American children grow up in a country that poetry forgot – forgot poetry”. (Lewis, 2012, para.10). He believes teachers need to create the time to teach children to appreciate poetry by composing their own. In the light of the above statements, the learning outcomes of teaching children poetry using tablets will be discussed. The different skills they will acquire as well as the goals they will obtain as they participate in the activity will be discussed as well. The other aspects of this paper will address the learning theory which will be used in the presentation of this activity. For the purpose of writing this paper, the learning theory of “multiple intelligence” which was discovered by Gardner in 1983 will be considered for presenting this learning activity.

 

Learning Activity

The learning activity chosen is the creation of poems by third grade students through the use of tablets. Prior to asking the students to create their own poems, a lesson on poems will be conducted. The students will have an understanding of what poems are, the different kinds available and the specific poem they are expected to create. This activity requires the students to make theme poems. Theme poems are poems created by choosing a shape based on nature, school, sports, celebration and shapes. They will locate the shapes by conducting a search on their tablet to find ordinary objects. The next step will be to find extraordinary words to describe the objects. They will then write these words in the shape of the objects that they found. Students will be encouraged to find words that rhyme. Children benefit a lot from learning poetry. They acquire pre-reading and reading skills. Their vocabulary is enriched and they learn grammar and other linguistic skills as they learn poetry (Freeman, 2011, p.1). Patrick Lewis believes that children will not naturally choose to learn poetry. “They must be introduced to it early and often by their teachers and parents, the critical influences in their lives” (Lewis, 2010, para.15).

 

 

 

Assessment and Evaluation

The students will be assessed using the formative assessment. This kind of assessment “provides the information needed to adjust teaching and learning while they are happening” (Garrison & Ehringhaus, 2006, para. 6). During the activity the teacher will conduct and ongoing assessment through observations. The teacher will assess if students found difficulties in accessing the internet online and locating an ordinary object. If students encounter difficulties the teacher will help them figure a way around it. Within the time specific for completion of the activity the teacher will find will out how many were able to complete the assignment and how many did not. Each student will be invited to share their poem so the rest of the class can critique it. This will allow group discussions and feedback to be given to the various students so they can improve upon areas that they are weak at. At the end of the activity a survey will be conducted so the students can give their opinions about what they felt about their activities and what could be done to improve upon it. Based on their responses, data will be collected and will be kept for future references and record keeping.

 

References

Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-scale research study on

 

technology in K–12 schools: Technology integration as it relates to the national

 

 technology standards. Journal of Research on Technology in Education, 35 (4), 489-507.

 

Doering, A., & Veletsianos, G. (2008). Hybrid online education: Identifying integration models                using adventure learningJournal of Research on Technology in Education, 41(1), 23-

            41.

Gardner, H. (1983). Multiple intelligences. Retrieved August 17, 2013 from

           

http://www.instructionaldesign.org/theories/multiple-intelligences.html.

 

Garrison, C. & Ehringhaus, M. (2006). Formative and summative assessments in the

 

 classroom.  AMLE. Retrieved August 15, 2013 from

 

http://www.amle.org/BrowsebyTopic/Assessment/AsDet/TabId/180/ArtMID/780/

 

ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

 

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher

 

 Education Edition. Austin, Texas: The New Media Consortium.  

 

Lewis, P. J. (2010). Can children’s poetry matter? Hunger Mountain. Retrieved August

 

17, 2013 from http://www.hungermtn.org/can-childrens-poetry-matter/

 

Logan, L. (2013). Why tablets are a game changer in education. Amplify. Retrieved

 

August 17, 2013 from http://www.amplify.com/viewpoints/why-tablets-are-a-game-changer-in-education

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