Alison Lederer

October 29, 2014

ET610
Tech Resource #1

As I reflect on my first lesson example using Padlet, I would place that
lesson under substitution in the SAMR model. Since this was my first attempt at
using Padlet with my first graders, I wanted to focus more on the process of
uploading videos to Padlet before using it as an effective lesson tool. I consider it
to be in the substitution category because Padlet simply became a substitute for
what we normally use. Before Padlet, I would have students solve a given problem
on a dry-erase board, then share their thinking with the class. In this lesson, I was
still having students solve a given problem, however instead of explaining their
thinking using a dry-erase board, they posted it on Padlet. In both situations,
students were explaining their answer to the same problem to the class.
After my students were familiar with Padlet, I decided to give the lesson a
second try. This time, I wanted the students to be in charge of their learning.
Students not only had to create and post a story problem of their choice, but they
also had to practice their problem solving skills by finding solutions to their
classmates problems. I would consider my second lesson example to be placed
under adaptation in the SAMR model. Using this digital tool allowed me to teach
this type of lesson in a whole new way. It allowed the students to become the
teachers and use what they know about addition to create the lesson. Padlet
allowed students to share their problems with a meaningful audience, and it gave
each problem significance when other students had the opportunity to solve it. This
type of learning was much more difficult to achieve before incorporating
technology.
If I were to teach this lesson again, I would have students use Padlet in order
to communicate with a larger audience. For example, instead of having other
classmates in my class solve their problems, we could collaborate with another first
grade class and have students in other classes solve them. Another idea for using
Padlet to teach addition story problems would be to give the class an answer, such
as The answer is 7 cats, and have students come up with different story problems
to match. This way, they can view each others videos and evaluate them to decide
if they matched the answer.
I believe it is important for my students to connect their thinking with an
audience other than myself. Doing this brings meaning to what they are learning.
These opportunities make their work more purposeful and useful to them. Using
Padlet made it easier to engage and involve every student in the lesson. Every
student was actively participating when contributing to the Padlet wall. Their story
problems became the material for the lesson. I was no longer feeding the same
problem to 25 students, leaving them no option but to solve the single problem I
dictated. The students were the creators of the problems and had the freedom to
choose which problems they then solved. Padlet has become a useful tech tool in
my classroom, and I will continue to use it to transform my teaching.