When learning about vowel sounds, students at Plymouth Elementary look for items in the classroom that make a specific vowel sound and take photos on the iPads of the items that they found. For instance, when learning about short A, students can take a photo of a flag, hat, or bag. After the photos are taken, using Apple TV, the teacher displays the photos and the class has a group discussion about the photos and whether they match the specific vowel sound or not.
-Michele Kirschenbaum, EasyBib Librarian
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The focus should not be on the iPad - it is a tool, not curriculum. The iPad should be a choice in the students' learning. Most importantly, students should be utilizing iPads to show their learning not playing games.
Most likely try to share details. They should catch on easy.
By not giving everybody an Ipad just by them in groups of 4 and put ipad for each group but you and if u have another teacher teach them the lessons go very slowly and walk around and teach them how to use it.
Rocket Speller is a great free app. It shows a picture and says the word. The letters can be dragged into correct position, then it says the word. The Rocket Speller Plus is $2.99 but it gets into higher levels. My kids love it.
Follow Matt Gomez on Twitter! He is a great Kindergarten teacher who shares his experiences freely. He has the Kinderchat symbaloo page where he saves links geared for the Kindergarten student. His blog is: http://mattbgomez.com/
I use iPads during Workstations/Centers. For example within "Sight Words" students have an opportunity to do app "Spelling City". They access my site and focus on a particular week's word list that allows them to do multiple activities. I set up the list via www.spellingcity.com
I recently used iPads with my class doing a research project. The Unit was on food. The students were in groups of 4. Each student was responsible for one part of the meal (meat, starch, veggie, dessert). The students had their own iPad, except for one child who had not mastered identifying his letters. He had a partner. They had to type in their food and find a fact. Reading the fact was done with teacher support of course, but they did all the typing and recording of their fact. The student then filled out a graphic organizer on their food item, drew a picture, and then the groups presented their meals to the class. :)
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