Professional Learning Goals

As adult learners, we learned how to use technology effectively and appropriately along with our students in both indoor and outdoor environments. Students and teachers recorded and documented learning by accurately capturing what students were thinking, doing and saying about their learning in the moment and over a period of time by collecting data for reporting and planning. This aided our professional learning goal to improve assessment methods for kindergarten students. We were able to provide timely descriptive feedback for student’s work through documentation and review of student work over a period of time. We now have a collection of in-the-moment learning opportunities that improved documentation methods creating a varied and comprehensive picture of student growth and progress. Using the tablets also supported the creation of student electronic portfolios to record and document student learning. We have seen an increase in student inquiry contributions that were documented. This promoted sharing of new information and generated further questions that were recorded. Students demonstrated independence and confidence using technology as a learning tool scaffolding learning with gradual release promoting self-regulation and goal-setting.

Activities and Resources

As a team, we were able to successfully improve our recording and documentation of  student work to conduct assessment for, as and of learning that was shared with students and parents through electronic portfolios.  Students and educators had access to multiple iPads at the same time, thus allowing them to be used for a variety of purposes (e.g., while students enjoyed learning new educational apps, educators could simultaneously record other students’ learning). The iPads supported students’ early literacy and numeracy development by conducting student conferencing that determined individual next steps and learning goals. Using the tablets outdoors allowed students and teachers to record and conduct research on inquiry projects which were shared and extended into the classroom. By having the use of the iPads, teachers could record authentic oral language and dramatization in play-based learning. The availability of the iPads supported special needs students with limited communication skills and fine motor development.

Unexpected Challenges

Finding suitable technology was a challenge as the original iPad minis were sold out everywhere. Therefore, we had to adjust the number of iPads we were able to purchase due to the increased price. This affected and shifted our budget.

We also changed our purchases and budget because our school purchased the book Innovate with iPads and a Bee-Bot robot so we no longer needed to use this money for those items and this helped our increased cost of iPads as well as the increase in supply teacher costs for release time.

We had a challenge using the iPads outside due to limited Wi-fi access. The students needed to learn different ways to upload their information and we needed to stand in a certain location so our Wi-fi would connect.

Enhancing Student Learning and Development

Student learning has been enhanced in many areas including learning how to use iPads, communication, documentation, bridging technology and outdoor education. It has also strengthened their ability to share their learning and that of their peers with others (e.g., peers, staff, parents) through their electronic portfolio, oral language and inquiry. There has been a high level of interest and engagement with using iPads in the learning process both in the classroom and during outdoor centres. This technology also allowed success for struggling students so they can share their thinking in a different way.

Sharing

We shared our learning through staff meetings, informal conversations with colleges, weekly kindergarten teacher meetings, kindergarten professional development, whole school assemblies, parent volunteers within the classroom, and through our electronic portfolios with parents. We created a shared folder on Google Drive to upload pictures and share ideas for collaboration between staff members. We will continue to share our learning and collaborate with colleges throughout the year as we extend and grow our knowledge in the technology field.

Project Evaluation

As a team, we felt our our project was a success. At the beginning, it did feel a bit overwhelming as we were learning how to navigate the new technology along with the students. We each felt as we narrowed our focus and set out achievable goals we were able to become more comfortable with the technology and its application in our classrooms and outdoor learning areas. Our success was measurable in that the team members regularly use the iPads (in classroom and outdoors) to document learning, and the children are comfortable using apps to draw, write, explain and communicate their learning with others (staff, parents, peers). Using the electronic portfolios (Seesaw) was also successful in the fact that students were able to share their learning with parents, teachers, peers and administration. This allowed the learning to continue outside of school.