Original Post (Digital Kindergarten):
1:1 iPad use in Full Day Kindergarten
Background
This is the first year of 1:1 iPads in my kindergarten classroom. In October 2010 I received one to use with my class of 26, and by the end of May 2011 I had 11 and my class had dropped down to 22 children. I absolutely loved that half the class could be working on the iPads completely independently, at various levels, while I worked with the other half of the kids. The ability level of the children in last years class was more varied than typical. The iPads were a life saver for me and allowed a greater level of differentiation than I could have done on my own- definitely to the benefit of the children.
I begged and pleaded until I was assured I would most likely have a class set of iPads for the 2011-2012 school year. Sure enough, I started with 20 iPads for the 20 kids enrolled in my full day kindergarten class. They are the original iPads, hand me downs from the high school- they upgraded to iPad2's this year. Beggars can't be choosers though so I tried not to whine too much about the cameras I had hoped to have.
Getting started
On the fourth day of school I introduced iPads to my class of 20 kindergartners. They had seen me syncing the devices in the back of the room and were quite excited to get their hands on them. I had planned on introducing the iPads in small groups, but changed my mind at the last minute for reasons I can't remember. I had the children sit in a circle and demonstrated some of the apps briefly and then gave them time to explore the iPads. Very little support was needed and they were instantly absorbed. One child already had an iPad at home so he was a good resource to the other students.
At the end of the day several kids started to put their iPad into backpacks- I had to explain that they were for class only- my, how their faces fell.
Over the next weeks I took time to introduce the apps on the dock- those that I feel are as good as or better than traditional classroom materials and address learning goals more effectively or equally as well. Currently the dock holds two folders full of math and literacy apps, Sketchio, TeachMeK, Storykit, and Spaceboard K workbook. I also teach and reinforce the importance of being on task- not playing nondock apps during learning times- and if children don't follow the rules their iPad goes into a timeout and they have alternate supplies during times other kids are using theirs for the day.
Sometimes I noticed children playing an app that utilized a skill I usually teach later in the year, such as telling time to the hour, or addition and subtraction. I introduce those topics with a mini lesson and give the whole group time to practice on their iPads.
A typical day in my room
with the iPads
Some children arrive at school up to a half hour before the day
officially begins. In past years I have given children who arrive early the
choice to read or write, this year they can also read books on the iPad or use
apps on the dock. Fridays are always a little different- the children pick math
manipulatives to use, iPads are not available during Friday mornings.
The children continue to use their dock apps, read books, or write
while I take care of morning business, such as checking folders and ordering
lunches. Next, I call the children to the carpet. I have found it easiest for
iPads to be left in the center of the tables; it reduces the time it takes to
replace them in their slots on the cart and the inevitable line up angst (for
readers who don't teach K, this involves several minutes of cutting, whining,
pushing, shoving, iPads dropped, etc.).
It also means that when there's a minute here or there that they are waiting on me or their classmates the iPads are in reach and they can work on learning goals instead of twiddling their thumbs, or getting into mischief as only a kindergartner can do. In the beginning I always reminded them to press the home button before closing their cover- this turns off any active app and eliminates any unwanted noise (except for the iPod music app, which runs in the background). The kids discovered the music on their own and it took a quick mini lesson to teach them to use the double click of the home button shortcut to locate and turn off (pause) the iPod music app.
It also means that when there's a minute here or there that they are waiting on me or their classmates the iPads are in reach and they can work on learning goals instead of twiddling their thumbs, or getting into mischief as only a kindergartner can do. In the beginning I always reminded them to press the home button before closing their cover- this turns off any active app and eliminates any unwanted noise (except for the iPod music app, which runs in the background). The kids discovered the music on their own and it took a quick mini lesson to teach them to use the double click of the home button shortcut to locate and turn off (pause) the iPod music app.
Occasionally I ask the students to bring the iPads to the carpet
for a learning activity. I have them use Sketchio to write responses to
questions, or practice writing letters, sounds, numbers, etc in lieu of using
white boards or scratch paper (again, this saves a lot of instructional time
and frustrations) - no passing out of supplies, dried out pens, broken pencils,
and running out of space to write. In a previous post I described how I made
conductive pens for student use; typically I have the students use those during
writing practice. Maybe one day writing tools and paper will be obsolete, but
until then students need to practice motor memory of correct letter formation
holding a writing implement.
During the morning I use
the iPads off and on depending on what we are doing. Sometimes the children use
the Storykit app to draw and write, other times they use paper journals. During
centers/Daily 5 (I am transitioning methods this year) children may use the
iPads as an independent work station- either using dock apps or a few apps I
have specified. During morning playtime kids can choose from any of the apps on
the iPad, or anything in the classroom. Some kids are more likely to use their
ipads than the others- just as there are some who play almost exclusively with
legos or such. Now and then I leave the iPads in the cart all day or during
playtime "to charge"- even if they don't need it-don't tell on me
please! -to ensure all kids are engaging with others and real world objects.
After lunch and recess, the children go to their reading group spots and
do "abc" apps on the dock until the group is assembled. Sometimes
they work on the iPad while I or the aides read with one or two children. The
group that needs to learn alphabet letters/sounds goes through an alphabet app
on the Pad- Preschool University has some good ones. My group uses Word Wizard
a lot to do word work activities.
After reading groups we practice math skills, sometimes using the
iPad as an independent center using some of the awesome math apps available, as
a whiteboard for writing numbers, or to practice a specific skill. This year I
did not purchase any workbooks- all practice is done on the iPad or with
classroom materials. In past years I purchased reading, math and handwriting
books to practice skills with. The iPad is far superior to the workbooks-
instant, self correcting, gives immediate feedback, kids progress at own levels
and can be working at differentiated levels. A workbook page would have 3-6
questions per page and take about 5-15 minutes to get through. If they didn't
understand only the kids I am close to would receive feedback and support, and
a lot of time is wasted passing out booklets, writing names, waiting for others
to finish, being on the wrong problem, waiting for the teacher to check work,
tearing out the page and putting away... The iPad makes it simple, fun and so
quick to practice the same skills, to say nothing of the opportunity for
advanced or remedial instruction and instant feedback. I also love the element
of choice it affords my students; they can choose from several apps that work
on the same skills, thus increasing engagement. Just the other day we went on a
3D shape hunt with my iPad2 (how I wish all the kids had them instead of the
original with no camera) and my aide had hers as well. We split into two groups
and the children took pictures of cones, cylinders, spheres and cubes as well
as 2D shapes all over the school. Then when we all got back to class the
children took turns sharing the pictures they had taken and the name of the
shape.
Other curriculum areas we use the iPad in are science (as a journal
to record our observations) to check the weather, Social Studies- we tweet
other kindergarten classrooms and find them on maps and the globe and learn
about their lives; comparing similarities and discussing differences and even
collaborating on play projects. Last week we played musical chairs using rules
shared by kindergartners in Indonesia, they told us about studying Bahasa, and
the kids are amazed by the fact that because they live on the other side of the
world, they are at school while we are sleeping. The kids use the map app to
see the area around our school, and find their houses and other places of
interest.
The possibilities for incorporating the iPad into the classroom are
really endless... they make learning fun, relevant, challenging, supportive,
and are ideal for this age group. Not only are the apps abundant for the early
childhood crowd, the intuitive design and touch screen beg for little fingers.
Do I think the iPads should replace paper, blocks, markers, and playdough? Of
course not, but they do make a terrific replacement for worksheets that keep
showing up in ECE classrooms. They can replace or supplement learning materials
in place that are not as effective as they could be. Using Montessori 100 board
in place of 100 board tiles and board, for example. I can have one app on the
iPad that announces the numbers and doesn't allow incorrect placement of tiles;
or dozens of the laminated boards and hundreds of the tiles that get lost, and
allow children to mistakenly place 21 on 12's spot and children don't make the
number/name association unless I am there to help, and I can't be there for 18+
kids at the same time.
Similarly, for making words lessons, I would pass out 6-10 letter
tiles to each child (which takes time to organize, pass out, orient letters
correctly, they fall on the floor, etc.) Now I use Word Wizard instead, which
saves lots of time, doesn't require storage, and will actually give children
feedback on whether they spell words correctly.
I do not think I can overstate how much I LOVE iPads in my classroom. I think they are powerful and engaging, and yes, fun. They are also a great way to help each child succeed, no matter their readiness for school in September. Call me appnoxious or addpicted... it's ok. I just DARE you to try using iPads with young children and tell me you think they don't belong in their hands.
I do not think I can overstate how much I LOVE iPads in my classroom. I think they are powerful and engaging, and yes, fun. They are also a great way to help each child succeed, no matter their readiness for school in September. Call me appnoxious or addpicted... it's ok. I just DARE you to try using iPads with young children and tell me you think they don't belong in their hands.
My Response:
I was so excited to find your post about using iPads in
your kindergarten classroom. I think using iPads would be an engaging way
to promote literacy through technology. I would love to purchase at least five iPads
for my kindergarten classroom. I would probably start
by using the iPads during literacy centers. I would also like to use the iPads to help me
create electronic portfolios with my students.
The iPads could be used to take pictures and videos that could be
uploaded to their electronic portfolios.
However, I still need to find a way to purchase the iPads. I was thinking of creating a project at
donorschoose.org. Another option would
be to write a Beyond the Books grant. I
was even thinking of purchasing one myself to get us started. Thank you so much for inspiring me by posting
about using iPads in your classroom.
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