Students in Trent VanDyken’s first grade class at Irene Reither Elementary School are adding technology into their reading lessons.
“Most of my incorporation of technology started when we went one-to-one with devices” VanDyken said. “It’s always been something I’ve been passionate about, but the students having their own individual devices has made it so much easier!”
Students in kindergarten, first and second grades have iPads, while students in grades three through 12 have Chromebooks. VanDyken uses a variety of strategies and programs to enhance student learning using district-issued iPads.
One program VanDyken uses is i-Ready, a districtwide assessment and instruction program that helps promote student growth.
The i-Ready lessons are student specific and based on their needs. If a student is struggling with a skill after a lesson has been completed, i-Ready notifies VanDyken so he can work with the student one-on-one to support them with that specific skill.
Another program VanDyken uses is called Pink Cat Games. This program is a platform that allows students to practice what they’ve learned in a way that is fun and engaging.
“Before, I’d make games for the students to practice their learning, but I would often notice kids skipping the learning aspect to play the game. For example, they wouldn’t read/solve the flash card, and they’d just roll the dice and move their piece forward. Using Pink Cat Games adds the accountability that my old games didn’t have.” VanDyken said.
A benefit of Pink Cat Games is that VanDyken can use the exact same questions, but change the game in a matter of seconds, so it always stays fresh and fun. It also allows students to play together, and help each other learn.
VanDyken is intentional about balancing the use of technology with traditional classroom teaching.
“It’s not lost on me that students already spend a lot of time on devices outside of school,” VanDyken said. “In my mind, I try to tap into the benefits of technology. We only use programs at school that are highly engaging and allow students to practice what they are specifically learning. It’s not free time, and they aren’t just using whatever app they want. They’re using it as a tool to help them learn.”
VanDyken said students only spend about 30 minutes a day practicing what they’re learning on iPads. It does not replace direct instruction, but instead enhances instructional practices.
“I’m still teaching traditional classroom instruction. I still do direct instruction. I still do mini-lessons. We still explicitly teach and model a skill. The kids still learn from the carpet,” said VanDyken. “None of the direct instruction and teaching has changed. It’s the practicing of the skills that has changed in my classroom. And, in my opinion, it’s changed for the better.”
District-issued one-to-one devices are provided by the passage of the 2020 technology levy thanks to generous support from our community.