The way that I use technology in my Pre-K classroom is similar to the Blended Learning Model. Roblyer & Hughes explain that blended learning refers to instructional units that combine face to face and online activities (Roblyer & Hughes, 2019). With that said, Marcinek also reminds educators that technology is not a substitute for teaching (Marcinek, 2014). Therefore, considering the pre-k age group and best approaches to learning, it is beneficial to have a balance of technological and tangible resources for children to manipulate and explore. Furthermore Roblyer & Hughes description of the rotation station is how I incorporate technology into my classroom. The concept behind the rotation station begins with providing students with opportunities to use technology and apply standard based skills during different learning stations (Roblyer & Hughes, 2019). In addition, the stations are set up on a rotation schedule which allows students access to digital and hands on learning (Roblyer & Hughes, 2019).
For example, my rotation includes interest centers (art/fine motor tools, dramatic play, block/mathematics, writing center/literacy) a teacher small group and a digital center that is accessed through the Smart Board /Smart Note and student laptops. All things considered, I would like to create a virtual science experiment by partnering with another pre-k classroom and conduct a live experiment using the scientific method. At the same time, I incorporate a digital game weekly and a new technological focus as it supports the current objectives and learning goals within each unit/investigation. Some of my favorite resources that my pre-K students benefit from are, Chatter Pix, Splash Math, Boom Cards, Star Fall, QR Code Read Alouds, ABC YA, Lumio, Kahoot, and Google Classroom and G-Suites. At the same time, interactive read alouds can be used to assist English Language Learners with text evidence, visual choice touch screens & audible timers become the assistive tools necessary to support students with learning challenges and difficulty transitioning. In closing, I believe in the Blended Learning Model, and I plan to incorporate what I’ve learned in this course and the discussions in the near future!
References
Hughes, J. E., & Roblyer, M. D. (2019). Integrating educational technology into teaching :
transforming learning across disciplines (8th ed.). Pearson
Marcinek, A. (2014, March 11). Technology and Teaching: Finding a Balance. Edutopia;
George Lucas Educational Foundation https://www.edutopia.org/blog/technology-and- teaching-finding-balance- andrew-marcinek
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