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Mobile Technology in Pre-K

Mobile Technology in Pre-K. Athens Academy Nabi Jr. Pilot Program Brian Terry & Lee Gonzalez Spring 2014. USING MOBILE AND GAMING APPLICATIONS IN THE CLASSROOM.

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Mobile Technology in Pre-K

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  1. Mobile Technology in Pre-K Athens Academy Nabi Jr. Pilot Program Brian Terry & Lee Gonzalez Spring 2014

  2. USING MOBILE AND GAMING APPLICATIONS IN THE CLASSROOM Athens Academy has a pilot project to introduce tablets to the Pre-K classes. The teachers are to be given an “Introduction to the Nabi Jr. Tablet” and tips on how to integrate this new technology into their future lesson plans.

  3. USING MOBILE AND GAMING APPLICATIONSIN THE CLASSROOM Our plan was to create the introduction material, present it to the teachers and create a lesson that allows them to integrate the tablet with a lesson plan. For this we opted to use a counting application paired with the camera. The students can use their new counting skills and learn about the tablet’s camera while taking pictures of items in numbered groupings. Three can be designated by a picture of “3 blocks”.

  4. THE PROBLEM A child should have certain number and counting skills by the age of 3 or 4. These skills include: • Understand that the written numeral “6” means sixobjects. This is the same for numbers 1-5. • They can count 1-10 in the correct order. • Understand the concepts of quantity. (Bigger or Smaller). • Can count at least 5 objects.

  5. THE SOLUTION The Nabi Jr. is a versatile tablet ready for use in the Pre-K environment. It comes loaded with games and learning applications. It can also be used to enhance your own lesson content.

  6. The SOLUTION

  7. CONCEPTUAL SOLUTION AND THEORETICAL JUSTIFICATION This lesson plan is based on The Treasure Hunt model for Inquiry-Based Learning. The Idea behind this model is “Tell me and I forget, show me and I remember, and involve me and I understand”. As the students go through the lesson plan, They will see an Idea of a number, and use the NabiJr. to seek for truth. This will give them a better understanding of how written numbers represent objects.

  8. IMPLEMENTATION • 3 students will be selected from a pre-K class. • The teacher will pre-test the kids with flash cards and pictures of animals. • The teacher will complete the lesson plan. • The teacher will post-test the kids with flash cards and pictures of animals. • The data will be collected.

  9. RESULTS Pre-Test Post-Test

  10. RESULTS • The students performance was greatly increased on the Post-test vs. the Pre-test. • The students seem to be more motivated to “seek” for the answer. This gave them a better understanding of written number vs. object count. • This teacher feels more confident with the technology now and is more willing to use it in the classroom in the future.

  11. Evaluation Con’s Pro’s • The students understanding of the numbers 1-5 increased. • The students seem to be more motivated to “seek” for the answer. • This teacher feels more confident with the technology now and is more willing to use it in the classroom. • The NabiJr is very expensive, and may not fit in the school budget. • For this to work well, every student must have one. • Because of the built in games, it may be hard to keep the students on task.

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