End of the semester reflection

 

(The majority of students successfully logged into the Jeopardy game by collaborating with their partners!) 

1. How did you use AI applications in your practicum?

I used AI to help me generate a rubric format. During a whole-class activity, I worked with the students to co-create a rubric by writing down their ideas about what they thought a "4" product should look like. Together, we created a list of success criteria, which I then input into AI to format into a clear, professional rubric. This process was not only convenient and time-saving but also allowed me to incorporate student voice directly into the assessment tool. Additionally, I used AI to research teaching ideas, such as hands-on activities, to make lessons more engaging and interactive. These resources helped me design creative and effective ways to teach concepts, catering to the diverse needs of my students.

What did you learn or “take-away” from this course and how has your perspective about integrating technology into K to 6 education changed/grown throughout the course?

One of my key takeaways from this course is how effective and engaging technology can be in the classroom. It has not only streamlined my work as a teacher, such as creating rubric templates but also significantly boosted students' learning engagement and initiative. For instance, I created online learning games like Jeopardy and quizzes for our science unit, which students were excited to participate in. Many even continued playing these games at home with their families, practicing the science sound concepts. This experience showed me how technology can make learning more interactive and extend beyond the classroom.

How did this course help you answer your “burning” question about the use of digital technologies in K to 6 education?

My burning question was about how the use of AI and technology influences students' cognitive thinking. During my practicum, I observed students engaging deeply during Chromebook sessions. They practiced problem-solving skills by figuring out how to log in, navigate Google Classroom, and explore different resources and games. Students also took the initiative to help each other, demonstrating collaboration and teamwork. These experiences showed me that technology can indeed enhance cognitive thinking by promoting critical problem-solving, decision-making, and cooperative learning.

How did you contribute to the learning of others?

I contributed to the learning of others by using the smartboard extensively during teaching. For example, I incorporated YouTube videos to explain science concepts, allowing students to better visualize and understand the material. Additionally, we taught students how to log in and out of their computers and navigate Google Classroom. Through consistent practice over two weeks, all the students became proficient in using their Chromebooks independently, requiring little to no assistance.

I also posted science test games on Google Classroom, enabling students to constantly check their understanding of the science lessons through interactive games. This approach not only reinforced their learning but also made the review process engaging and enjoyable, encouraging active participation and consistent practice.

What did you learn from others?

I learned a lot from my mentor teacher, particularly about integrating technology into teaching and assessment. It was my mentor teacher who introduced me to using AI to generate rubric templates, which was incredibly helpful. I also learned how to use tools like Excel and Google Documents for creating conference notes, tracking student assessments, and organizing other essential tasks. Seeing how my mentor teacher managed everything online was eye-opening, especially how they used Excel to generate student comments and compile them into a comprehensive summative report. This experience showed me how technology can streamline processes and enhance efficiency in teaching.