NOW Classrooms, Grades K-2. Meg Ormiston

      Source: Adapted from Puentedura, 2014.

Figure 1.1: The SAMR model.

       Teaching Device Responsibility

      By now, you have done most of the behind-the-scenes setup, and you can start introducing iPads, Chromebooks, laptops, or other tablets to your students. We like to start with a whole-class meeting about responsibility. Chances are most students have played with a smartphone, tablet, or computer and can use their background knowledge to fill out an anchor chart on how to responsibly use the device, like the one in figure 1.2 (page 20).

      For K–2 students, use visuals, and make the key points simple—you can modify this example to fit your classroom or add to the chart later. Hang the anchor chart up in a prominent place in your room, and review it daily early on in your implementation. Don’t forget to praise those students you see following the chart.

Figure 1.2: Sample anchor chart for using iPads responsibly.

      Although we present multiple options in this chapter, each district, school, and classroom tackles device management in a different way, so don’t obsess too much about it. Instead, find solutions that will work in your classroom for you. Students’ abilities will change throughout the year, as will your expectations of them.

       TEACHING TIP

      Have your students take a picture of the device responsibility anchor chart to keep and use as a resource on their devices.

Learning Basic Operations and Troubleshooting

      Students become independent when they work with digital devices as tools and can troubleshoot with peers to become technology literate and technology fluent. The NOW lessons in this section focus on equipping K–2 students with device basics, like learning basic keyboarding and navigation, asking for help to solve problems, and solving problems without help. These lessons require repetition for students to become proficient.

       Novice: Using Basic Keyboarding and Touch-Screen Navigation

      Learning how to properly use a keyboard, whether with an on-screen or physical keyboard, is important to success with technology, and this lesson provides separate processes for each scenario. This lesson introduces students to the keyboard by having them practice finding keys on a paper keyboard as a whole group, individually, or in learning centers. By practicing on paper, as shown in figure 1.3, students become familiar with the keyboard layout and will have an easy transition to using an actual keyboard.

      Learning goal:

      I can use basic keyboarding and touch-screen navigation.

Figure 1.3: Sample keyboard anchor chart.

      This lesson also introduces websites that help students with basic keyboarding practice. Some web resources you can use include ABCya keyboarding practice (www.abcya.com/keyboarding_practice.htm), Big Brown Bear keyboarding (www.bigbrownbear.co.uk/keyboard/index.htm), and the TypingClub Chrome extension (search the Google Chrome Web Store at www.google.com/chrome/webstore). Keep practicing this novice lesson with students for two to three weeks.

      If students use devices with touch screens (such as tablets), you will also need to teach students how to use the touch feature on these devices. You may have your students use their finger or a stylus. For the Using a Touch Screen process, you can install and use any mathematics or literacy app with manipulative tiles, such as ABC Magnetic Alphabet, 10 Frame Fill, Writing Wizard, iWriteWords, Tangram Free, or Schoolkit Math. (Search your device’s app store for these apps.)

       Process: Using a Keyboard

      Use the following five steps to help students become familiar with key locations on a keyboard.

      1. With input from students, create a large class keyboard on chart paper.

      2. Each day during the classroom’s morning meeting, or another selected daily time, help students practice finding letter keys on the paper keyboard by pointing 1–1 (one finger to each letter), matching those keys with corresponding flash cards, or sticking corresponding sticky notes on the chart.

      3. During the practice period, give students individual blank keyboard practice papers, like figure 1.4. Continue the practice period at your own discretion based on students’ learning and comfort levels when locating letters on the keyboard.

      4. Have students play a game of search and find with their individual blank paper keyboards. Hold up a letter or number card and, when students find the letter or number on their paper keyboard, have them color in the key. You can extend this activity by calling out letters they should search for, pointing to letters in sequence, or showing pictures of objects or animals while students find the corresponding letter sound on their paper keyboards. For example, if you hold up a picture of a cat, students should color in the C on the paper keyboard.

      5. Have students practice their keyboarding individually or in learning centers using the websites we listed for this topic.

Figure 1.4: Blank keyboard for students.

       Process: Using a Touch Screen

      Use the following eight steps to introduce students to operating a touch-screen device. (We based these instructions on the ABC Magnetic Alphabet app, but you can substitute your own preferred app that has manipulative tiles.)

      1. Select the app you plan to have students use for this lesson, and ensure each student’s device has it installed and ready to use.

      2. In a small group, gather students with their devices.

      3. Discuss with students that when they use their device, their finger becomes a tool. Students must make sure their hands are clean and ready.

      4. Model that their finger should not tap the device too hard, but rather should move slowly and steadily. If they press too often or for too long, they could confuse the device.

      5. Tell students to locate the app on the device’s home screen and tap it once to open it. You can use your own device to model this process.

      6. In the app, model for students how to move letters and create words. In the Magic Letters app, for example, drag letter tiles from the bottom of the screen to the middle of the screen. Show them that they can use these letters to spell their name, sight words, or sentences.

      7. Have students drag letter tiles using their finger or a stylus to make their name.

      8. When students have finished, give them five minutes to explore other functions of the app as you observe how each student works. For example, most apps in this class have games and other activities to practice with that exist outside this lesson’s scope; let the students explore these activities and report back to the class what they discovered.

       TEACHING TIP

      Students love knowing when they do a good job. Take some pictures of hardworking students completing