It has been almost 1.5 month and I would now list down the list of ICT-enabled activities I had planned for my students.
(1) Use of Nearpod/Socrative for Formative Assessment
Like what I did for the past two years, I continue to use Nearpod/Socrative for my Maths lessons for formative assessment . This allows me to know what they have learned. Basically, the students submit their answers (with working) for Nearpod or answer a short-response or MCQ in Socrative. These answers would be instantly be available on my laptop which is of course connected to the project. Thus, the students’ answers are shown on the screen almost instantaneously. This is very much similar to a worksheet but their answers were shown on the white screen immediately. As the facilitator of the learning experiences, I need to think fast, build on the responses given and identify the possible learning gap. I would discuss the answers and at times, get the students to articulate why some answers are wrong.
Just like my students last year, the students were petty excited. They were more motivated to get the right answer and would want to change the answer if their answers were wrong. I ask my students why they were so energized by the Nearpod but not the worksheet. One boy replied, “All my friends can see my response on the screen”. This was the way technology enabled learning as now their work is viewed by others rather than just the teacher. Without technology, clearly, this was impossible.
(2) Use of Seesaw for screencasting
I have just tried screencasting with my Maths students this week. This is my attempt to make their thinking visible. They had no problem in learning the platform and they can screencast within a 30 minute lesson. They are petty excited over it and would like to do more.
Of course, screencasting is only made possible by technology and this falls under technology-enabled activities. The students have no issue with the technical aspects but the challenging part is making their thinking visible. They have difficulty in articulating their rationale for the steps in the problem solving. This could possibly indicate that they do not really have a deep understanding of the problem. So, what can I do ? Guess I need to model more and perhaps give them some helping phrase.