Paula Johnson

Teaching with iPads for Diverse Students (Science for English Learners #6) – Podcast Episode 122 | Classnotes Podcast 122

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Classnotes Podcast (April 15, 2013) In many cases, using one or two apps on the iPad or other tablet is just scratching the surface of possible learning opportunities. Helping teachers envision and think outside the box on available apps is the key to ensuring iPad use is maximized and seamlessly integrated into the diverse classroom. IDRA education associates, Veronica Betancourt, M.A., and Paula Martin Johnson, M.A., continue our series of conversations on seven research-based strategies IDRA has developed for delivering instruction differently for secondary students.

In this episode, Veronica and Paula focus on Strategy #4: Maximize use of technology in delivery of effective science and EL instruction and use Internet resources to supplement and enrich instruction of English learners. They describe how teachers, as instructional leaders, can maximize the capabilities of iPads and other tablets in the classroom as a teacher-tool. Veronica and Paula are interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.

Show length: 14:51

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Resources

Science Classroom Strategies for English Learners – iPads and Other Tablets for Teachers
Veronica Betancourt, M.A., and Paula Martin Johnson, M.A., IDRA Newsletter
http://www.idra.org/resource-center/science-classroom-strategies-for-english-learners/

Science Classroom Strategies for English Learners – Learning with the iPad and Other Tablets
Veronica Betancourt, M.A., and Paula Martin Johnson, M.A., IDRA Newsletter
http://www.idra.org/resource-center/science-classroom-strategies-for-english-learners/

Science Instructional Strategies for English Learners ~ A Guide for Elementary and Secondary Grades
by Abelardo Villarreal, Ph.D., Veronica Betancourt, M.A., and Kristin Grayson, M.Ed., IDRA
http://www.idra.org/publications/science-instructional-strategies-english-learners-guide-elementary-secondary-grades-2/

Visual Interpretation in Science – Strategies for English Language Learners
Paula Martin Johnson, M.A., and Veronica Betancourt, M.A., IDRA Newsletter
http://www.idra.org/resource-center/visual-interpretation-in-science/

IDRA South Central Collaborative for Equity
http://www.idra.org/South_Central_Collaborative_for_Equity/

Science Smart!
IDRA’s professional development that provides teachers with scientifically-based strategies to teach initiative scientific concepts, critical-thinking skills, problem-solving abilities and processes.
http://www.idra.org/Services/Science_Smart!_Secondary_Training/

21st Century Skills: Rethink How Students Learn
J. Bellanca, & R. Brandt (eds)
http://www.amazon.com/21st-Century-Skills-Rethinking-Students/dp/1935249908

And What Do You Mean by Learning? 
By S.B. Sarason
http://college.heinemann.com/shared/onlineresources/e00639/preface.pdf

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Show Notes

  • Veronica and Paula address the new challenge of teaching students who are “digital natives” when the teachers themselves are largely “digital immigrants.” Even for children under the age of 2, using digital devices quickly becomes second nature, while many teachers must play “catch-up” to become more comfortable with the technology.

  • Veronica discusses the diversity in what the technology offers, and the need for teachers to understand how it can promote or hinder the learning process, especially with diverse learners. She cites an app called Pic Collage, used by some South Texas teachers to assess how well their students are understanding new words they are learning in their textbooks.

  • Paula explains that teachers are largely “on their own” when searching for high-quality iPad apps to use in the classroom. She shares some tips on using multiple apps from the same developer, reading ratings and reviews, and finding free and low-cast apps.

  • Bradley asks Veronica and Paula to explain why iPads are tools for students rather than for teachers.

  • Veronica talks about teachers having to adjust their teaching scenarios based on the actual number of iPads they have at their disposal, and whether they can access the WiFi or Apple TV technology that may be required to run certain apps. The key is give students actual hands-on time with the iPads.

  • Paula urges teachers not to be afraid to try new things by letting students use iPads, while also recognizing that devices don’t automatically cause engagement.

  • Veronica reinforces the need to align the iPad technology with high-quality instruction.