ECS 100- Stories from the Field Blog

  • Day 1:

-“When my field partners and I walked into our classroom for the first time, the students were so excited to see us! I will never forget the smiles that spread across each one of the grade two students faces.”

  • Day 2:

-“I found it mind-blowing when a student asked the teacher if he could take a picture of his tower he had created out of the shape blocks and post it on SeeSaw for his parents to see. After he was granted permission, he appeared to be so happy to show off his creation and proceeded to take a picture on the classroom set of iPads and posted it to SeeSaw all by himself. I have been able to see that technology can impact children positively and also teaches them a sense of independence. ‘

  • Day 3:

-“As each week goes on, I find myself feeling such positive emotions on the day I get to go into the classroom! It makes me so happy seeing the happy faces and smiles that the children have the second my field partners, and I walk into our grade two classroom. “

  • Day4:

-“Diversity is widely supported within the school. When I was there on Wednesday, the students had library, so they were allowed to exchange their books and have silent reading before they went back to the classroom. As I was circulating as the students shared their new books with other students, the vice-principal walked in and began socializing with the students, asking them what their new books were about, etc. I thought it was essential because it showed how he makes a strong effort to get to know the students within the school.”

  • Day 5:

-“I have learned that she believes that all students deserve to be treated equally no matter who you are. If you dress different than another student, speak a different language than some of your other classmates, or have a belief that differs from others, you are still greatly accepted and valued in Mrs. Johnson’s classroom, which is how I believe it should be.”

  • Day 6:

-Following the activity, the students worked on the sheet in their duotangs, which asked them to list some rights and responsibilities. As I circled the classroom, it was interesting to read all the different responses that each student had written. The students were very intrigued in the activity and were also making connections to instances where they had seen a right or a responsibility in action. Many told stories of how they have obligations to do things at home, such as unloading the dishwasher, making their bed when they get up, or even putting their dishes into the sink when they are done eating. I believe the students see the meaning and relevance in what they are earning because they were able to make connections to how rights and responsibilities come into play in their everyday lives.” 

  • Day 7:

-When I spoke to some students about how they use technology, how it helps them in their learning & ways they would like to use the technology, many had similar answers.

How do you use technology? “I use technology at school to read and take pictures on SeeSaw. At home, I use technology when I look at SeeSaw with my parents, and to watch videos.”

How do you think technology helps you? “Technology helps me learn because I can use different things on the iPad instead of having to have them in my hand, such as books on the EPIC app.”

What are some ways you would like to use the technology? “I would like to use the technology to help me with my reading, writing, and watching videos that are like (related to) what we are learning.”