Simulations and Virtual Manipulatives

I think that I needed to expand my definition of simulation. Upon researching this week I came to realize how many things are included in the category of simulation/virtual manipulation. There are SO many simulations available, especially in iPad apps. Apple is very big at my school so that is where I always start my tech research. Some of the simulations I found that incorporate TPCK and that I could use in my classroom are Spacecraft 3-D, Simple Physics, and Google Earth.

Spacecraft 3-D is an awesome iPad app that allows students to explore different NASA spacecraft in an augmented reality, three-dimensional way. You first have to print off the image code and then you point the iPad at the image and a three dimensional version of the spacecraft of your choice pops up. It even allows you to manipulate the moving parts of the spacecraft. This is an exploratory opportunity that my students would never have in real life. The app also gives information about the spacecraft. I would use this when I teach astronomy to show students what kinds of spacecraft exist, but also to peak their interest in the world of astronomy, The cool thing about astronomy is that there is so much ifnromtion out there and students are definitely interested. Another content area that this simulation would work for in older students is engineering and technology. Being able to examine these amazing feats of technology first hand and even see how the moving pieces work would be a great lesson.

Simple Physics is an iPad app that takes a fun game and incorporates critical thinking skills and physics principles. Students can problem solve how to build different structures using the least amount of material while still creating a stable structure that can hold weight. Physics is not something I would normally attempt to teach my third graders, but putting it in game form is something that they could actually do. They could begin to apply those physics concepts to the real world. I would love to see older students begin with this simulation to understand physics and then take that knowledge and actually build something using those principles. For example, have students build a small bridge that has to hold a person while being under a certain weight limit. I think that technology is a great tool, but we still live in the real world, so using those skills technology helps us achieve to actually build something is a great bridge activity.

Google Earth is not something I ever thought of as a simulation, but it definitely is. I also think that most people do not take advantage of all Google Earth provides. It virtually allows you to go anywhere in the world, or in the sky, or many places from the past. My third grade students love just exploring Google Earth, finding their own houses, and discovering new places. The layers allow us to see tons of different things on Google Earth. I think this app creates a curiosity and a love of learning in my students. I will use Google Sky when I do astronomy with my students. It lets you see planets, constellations, and stars.

The first thing that I observed when looking at our shared Google Doc is that there is not much repeat of simulation/virtual manipulations listed. There is so much out there! (I think that’s my biggest struggle with technology is finding it and figuring out what is best for my students.)

These tools can directly support my instruction. There are so many available, it would be easy to find a tool to go with almost any unit I am teaching. These tools allow my students to and experience and explore many things that they wouldn’t otherwise have access to. Using tools like these with our diverse learners is a great opportunity. Because students are using a device individually or in a small group, content can easily be repeated and gone over again or at a slower pace.

The biggest challenge with using these tools is technology availability. Most classrooms don’t have the resources to have devices in every student’s hands. Also, teaching with technology tools like these requires a lot of time to frontload instruction on how to use the tools and also rules that go with the tools. Then comes the necessary classroom management and safety management while the students are using the simulations.

Skimming through everyone else’s resources, one of the tools that I could most use is Dance Mat Typing. My students do not know how to type properly and with PARCC testing rolling out soon, that is going to be necessary. I could also use the build-a-fish simulation. We study habitats and food chains, and that program is a great problem solving and critical thinking game.

I am amazed at the high levels of blooms taxonomy that can be found in many of the simulations. So many teachers, myself included, get stuck in using computer programs and iPad apps that just drill the memorization of information and not promote critical thinking skills. The games like Simple Physics and Build-a-Fish require students to create, analyze, recreate, and apply their knowledge. These tools can do much more than we allow them to do.

A lesson that I could teach would be about astronomy using the Solar Walk Simulation iPad app. I would allow students to explore the solar system using iPads. I would then let them come up with further questions about the solar system that they could research on the app. They could also write about what they learned. I am expecting that students will have a greater understanding of the solar system and be able to describe and demystify many astronomy misconceptions that adults can often have.

Fair Use Mind Map

What are Podcasts?

What functions can podcasts fill in an educational environment?

Podcasts can do lots of wonderful things in an elementary classroom. Teachers can create podcasts to provide additional instruction for struggling students or gifted students that they can access at school (with the appropriate equipment) or also from home. This is a great home/school resource so that parents know what is going on in the classroom. Teachers (or students) can also create podcasts specifically to let parents know what they are learning about. It is a real life application of information writing (and speaking.) Students can also create podcasts as a final project presenting gathered information, or presenting a piece of finished writing. Podcasts would work very well in a “flipped classroom” model where students do the learning at home the night before and do practice (traditional homework) with the teacher in class. Students that are low in reading could use a podcast of a teacher reading a passage or even a math test to help them be more independent in the classroom and not rely on asking the teach to read everything to them.

All of these ideas will enhance a student’s grasp on 21^st Century skills. Yes, they could just write a paragraph on their research findings, but this is incorporating multiple subjects and intelligences, as well as getting students comfortable with using technology. Technology is becoming more and more prominent and students mostly have a basic understanding of these technologies (like playing angry birds on an iPad. Instead they can learn how to create podcasts or videos.)

Podcast Reflection

I have never used podcasts in the past. Honestly, I thought of them as outdated technology since we have so many other options available to us, but now I see the real benefit podcasts have to education.

Creating this podcast was much easier that I thought it was going to be. Deciding what to create my podcast about may have been the hardest part since there are infinite possibilities with technology like this. I chose to do a book review. My podcast is a model of what I would like my students to complete. They are Reading Rainbow style book reviews, which is why I started with the Reading Rainbow theme song. I also chose this style of book review because many of my students have never heard of Reading Rainbow and I think that is awful! Reading Rainbow is an awesome program that I grew up with and it really helps foster a love of reading in children.

Learning how to use the Audacity software was a bit tricky at first, but after some playing with it, I found it very user-friendly. (I think what trips a lot of educators up is that they don’t take the time to play with new technologies. They simply say, “I don’t know how” and disregard it, even when it could be a great asset to their instruction.) Playing with new technologies is how I learn. I find a new piece of software, like audacity, and I spend some time with it, creating sample recordings and messing with the editing controls. Taking this time is crucial. We can’t be expected to pick up a new technology and instantly know how to use it proficiently. For example, I’m not sure if I selected the right file type to save my podcast as, but the only way to find out is to try it! So if my file doesn’t work you please let me know and I’ll mess with Audacity some more. This time I used Audacity and podcasting in a very scripted manner, having previously written the book review. Next time I would like to try a more unscripted, more conversational type of podcast. I would be afraid to speak freely and say “umm” too much, but the only way to get better at that is practice.

Podcast Evaluation

Podcast	3 Key Points that connect with my curriculum	Unique method of content delivery	Follow top 10 Best Practices?	Revisions to better fit best practices?	What would I do differently?
Astronomy Cast http://www.astronomycast.com Sound	1.  The main topic of this podcast is astronomy and that is the largest science unit that I teach to my third grade students. 2. One of the specific podcasts is about sound, and sound in space. In addition to studying astronomy, we also study the physics of sound and it is great to not only cross curricular lines, but cross different science unit lines to allow students to make connections in what they are learning. 3. This podcast explains something that students often wonder about, and this promotes curiosity and wonder.	They began with a popular saying “In space, nobody can hear you scream” and explain why it works. This immediately peaks student interest by connecting it to background information they already have. This also uses an interview with a knowledgeable scientist.	This was a well prepared interview. Definitely prepared in advance. It was about 20 minutes in length. There were clear titles and tags attached to the podcast. It was a good quality recording.	There were advertisements throughout. I understand these need to be here to an extent, but they deter me from wanting to go back. There were not many additional notes or related topics listed with the podcast.	Many of the topics are too complex for my third grade students. In this specific Sound podcast, I like a lot of the content, but I think I could only use pieces with my students. I don’t think their target audience is students the age of my class.
Children’s Fun Story time www.itunes.com Alice in Wonderland	1. In Daily 5, a language arts class structure, students need to listen to reading daily. This is a great way for them to listen. 2. Exposing children to great literature is essential to building a love of reading in them. This gives students access to audio books. 3. Alice in Wonderland is a book that is available for free. It is required in my curriculum for me to read this story with my students. I also like that students can download this at home for free and follow along as well.	The person reading aloud does different voices for each character, which demonstrated great fluency. The podcast is available on iTunes and is easy to find and use.	It is well prepared in advance (follows a script.) Each chapter is short (the entire book is quite long.) The recording is of good quality. Was not sales-y.	There were no notes or outside resources regarding the content of the books. It might be good to include where to find the print versions of the books, or websites that relate to the book being read aloud.	I would use these stories in the same manner that they were created, but also include stories specific to what I teach and books that I read with my students. I would also like to see non-fiction texts on this podcast series.
Poem of the Day www.itunes.com Monster	1. Exposing students to many different types of poetry. 2. Allowing students to listen to fluent reading (like for Daily 5) where each poem is read by a different person.  3. Poetry is a genre of writing that I teach. We could even record podcasts of poems that students write themselves.	Each poem is it’s own short podcast. That makes locating them easy and listening to one a day very doable in the classroom.	This podcast was well prepared. The audio recording was of good quality. There were no sales pitches besides for the website that created the podcasts. All podcasts were short in length.	There were no outside resources available for the poems. I would like to see links to websites and further information on the poems and the poets.	Since all the poems are read by different people, some are not read as fluently as others. I might use that to compare and contrast and discuss what makes reading fluent. I also would include many different types of poems, and more poems aimed at third graders.