Mona Ricard is a fifth grade teacher at Sequoia Elementary. Selected as the 2012 teacher-of-the-year for the district, she is the go-to person for new iPad, Chromebook, and laptop apps. Ricard has pulled together an eclectic collection of laptops and desktops and tablets from various sources in and out of school. Patricia Dickenson* and I observed a lesson using an app called “Book Creator” so that these 11 year-olds could create an iBook and later in semester, use those skills, to produce a State Report that each one had chosen to research, write, and present to the class.
Sequoia Elementary is part of the Mount Diablo Unified School District. David Franklin, an experienced principal has been at the school for five years having previously served in the Alum Rock district as an administrator. He told me that he is excited about the uses of technology in the school and has been supportive of those teachers who wish to plow ahead and use tablets and laptops. He has a “Mouse Squad” of fourth and fifth graders (boys and girls) who trouble shoot software glitches and simple hardware problems. On his desk he had a book on Minecraft and when I asked him about it, he said that this is an initiative that fifth graders are doing and he got interested; one of those fifth graders knew of his interest and had brought in the book.
A kindergarten-to fifth grade school, Sequoia was a back-to-basics alternative in the late-1970s. District parents who wanted more traditional academics for their sons and daughters sent their children to Sequoia. Over the decades, it remains an alternative–half of its students now come from across the district and half from the immediate neighborhood. As principals and teachers entered and exited, however, Sequoia has slowly moved to incorporating a full range of school and teaching activities from homework-texts-tests to project-based learning. Under Franklin, who has hired many of the current teachers over his tenure at the school, there has been an increase in student-centered learning and more computer devices and software garnered from multiple sources. Individual teachers, some of whom are entrepreneurial in gathering devices also have access to carts of tablets and two computer labs. The school, according to its 2015 Report Card, has about 550 students of whom 48 percent are white, nearly 22 percent are Asian, and 20 percent are Latino. About 12 percent are English Language Learners and about the same percentage are eligible for free and reduced price lunch (a poverty measure). Just under five percent are identified as disabled.
The lesson began after recess at 10:30. The room has desks clustered in groups of four with laptops, desktops, and an interactive white board on one wall. A schedule of assignments, tasks to do each day adorn one wall.
Mona Ricard directs the 32 students to get their iPads from a cart in the corner of the room. After students return to their tables, Ricard says to class that in this lesson “we are working on a “Book Creator” app to practice creating a book for our social studies unit that we have been working on (see photo of calendar for “State Report”). For this morning, I want you to go through the Book Creator Tutorial independently for the next 10 minutes to learn how to create an iBook/e-pub.” Students go to “Book Creator” in their apps and began going through tutorial as Ricard, holding her iPad, walks around the room responding to questions.
One student asks” “Can I access Google drive to get my work for Book Creator?” Teacher replies: “Log into Google drive.” She walks around with iPad in hand offering help when students are stuck.
Another student asks, “What if we are done with tutorial?” Teacher replies: “you can create a few slides about an animal you can tell me about it, what it does, and include some photos.”
Another student: “Can I work on my report at home?” Ricard responds: “Of course, you can but since I give you lots of class time I would like you to spend the time in class working on it.
One student blurts out: “We can make a comic book! ” Some students say “YES.”
Yet another student asks: “How do we make a cover?” Teacher stops class and shows how to make a cover by using her iPad display and then flashes the display onto the interactive white board.
Then teacher then excitedly says: “Ooh! I am going to put a photo on my cover.” She goes to the back of the room where a stuffed alligator about five feet long rests under a table. It is the class mascot and students call it “Allie.” She takes a photo of it, uploads the photo immediately to her cover that is now displayed on the interactive white board and then types in a title.
One student asks: “I have a story on my flash drive on my computer at home, can I put it on my iPad?” Ricard says “yes, you can do it by uploading it to your Google drive.”
More than 20 minutes have passed. In scanning the room, we see that every one is in groups and engaged in making their practice book. Some are doing Internet searches for photos of animals and backgrounds that would fit their choice, and reading articles about their animal. Students move about freely helping one another, showing each other what their photos and text looks like. Teacher continues walking around helping students and responding to their questions, often adding comments of praise and encouragement. Also four of the students–three boys and one girl–are the class’s “Mouse Squad” circulating in the room to help students with questions as well and assist with the cover.
About 10 minutes later before students return iPads to the cart which is scheduled for another teacher who had signed up for it, Ricard says: “1-2-3 all eyes on me.” Most students stop what they are doing and repeat chant. Then teacher tells class how to save their practice report on animals. The interactive white board displays the actions students have to take to “save” their report. As she does this, some students who already know how to save their report are showing classmates photos on their covers while other students continue writing text for their report.
One of the observers hears a student talking to table-mate, “What are you doing yours on?” Student replies: “I am talking about giraffes.” she shows class-mate her iPad. Then she asks, “Can I see yours?” The class-mate shows her cover with a picture of Justin Beiber (a young singer favored by the pre-teen and teen age groups) next to a Pug dog. She moves through slides showing the fifth grader who asked question and pauses over one with the title: “Pugs can have style like Justin Beiber.”
At this point the lesson is drawing to a close, and Ricard says “1-2-3 eyes on me.” She gets the class’s attention and then she asks the entire class to stand up–they will be moving to another teacher’s room shortly. They do. She asks every student to line up and return the iPads. It is now 11:15 and she then directs students to do “silent reading.” She tells students that later in day, they will get the cart of iPads back and they can continue working on their practice report on animals. It is the end of the lesson and Dickenson and I thank Ricard and leave.
*Dickenson (@teacherpreptech) is an Assistant Professor of Teacher Education at National University in San Jose. After reading my blog on integration of technology, a subject she is very interested in and has included in her university courses, Dickenson got in touch with me. She has extensive contacts with teachers and principals through her university courses and teacher workshops in the Bay Area. She proposed that we work together in observing schools and classrooms. She set up this visit to Sequoia with principal David Franklin. For this post, she and I combined our notes and I drafted the post. I sent a draft to Ricard and Dickenson to check for errors and each returned it. Because Dickenson and I combined our notes and she went over the draft. This is a co-authored post.