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Technology in Field Work | Field Placement Sites | Courses
Technology in Field Work
We are offering an opportunity to teacher candidates in these classrooms to implement and study a modest technology integrated activity. Stipends are available for this work. The student will:
- Implement a technology-integrated activity (in consultation with the cooperating teacher)
- Formulate a research question about the activity (with guidance from Bank Street faculty)
- Collect data about 4-6 students as they go through the activity
- Analyze the data and write a 5-7 page paper about his/her findings
This may be done for a 1-credit option with additional work or may lead to an independent study.
If you are interested, please contact your advisor.
Possible Technology Integrated Activities
Guidelines for Writing Up a
Technology Integrated Activity
Technology-Using Field Placement Sites
The Center has partnered with four schools in New York City to develop "technology-using" field placement sites; Midtown West, Bank Street School for Children, P.S. 234, and River East. Our newest partners are the Children's Workshop School and East Village Community School. All teachers who participated in the project, refered to as clinical faculty, were chosen based on their exemplary work as cooperating teachers and their interest in better understanding the role of technology in the learning of K-8 children. Participating clinical include:
Children's Workshop School
Susan Browne (1st/2nd grade combo)
Jeff Symanski (1st/2nd grade combo)
Miriam Sicherman (3rd/4th grade combo)
PS 234
Robin Weiswasser (1st grade - loops with Kindergarten alternating years)
Erica Davis (1st grade - loops with Kindergarten alternating years)
Katie Lee (3rd grade - loops with 2nd grade alternating years)
Karen Leskly (3rd grade - loops with 2nd grade alternating years)
Jenny Dickerman (4th/5th grade)
Ellen McCrum (4th/5th grade)
Mary Jacob-Alex (Reading Specialist)
Jan Bensen (Reading Specialist)
Dana Ostrowsky
Midtown West
Ana Molina (k-2 bilingual/dual language special ed)
Yvette Branson (reading specialist )
Ted Pollen (4th/5th grade)
Bryan Andes (K/1st grade)
Karl Heist (K/1st grade)
Gretchen Foran (4th/5th grade)
Yolene Medard (2nd/3rd grade)
Kay Loua (2nd/3rd grade)
School for Children
Yuko Abe (4/5's)
Polly Stone (5/6's)
David Elgart (9/10's)
Patrick Finley (12's)
Danielle Morrison (8/9's)
Robyn Youm (8/9's)
Thomas Harrington (12's)
Joe Bacal (9/10's)
River East
Andrew Chiappetta (Special Ed Consulting Teacher)
East Village Community School
Roberta Valentine (1st/2nd grade)
If you are interested in experiencing one or more placements in one of these technology-using field sites, discuss the opportunity with your advisor. Advisors are aware of our initiative and will help you determine if and when one of these classrooms can be an appropriate placement for you.
Technology Courses
Integrating Technology into the Curriculum to Support Student Learning and Inquiry
EDUC 525--1 credit (F, S)
This course focuses on integrating technology into the curriculum to create access to learning for students with different strengths and challenges. Two questions are explored in depth: What technologies should we use to support student inquiry? When should we use these tools and with which students? Structured as a mini-curriculum designed to provide a model and engage participants in an authentic, project-based learning experience, the course uses both technology and non-technology tools. Students will use print materials and Internet resources, consult with experts, document and explore using digital images, and create a multi-media presentation to communicate what they have learned. Students are asked to reflect on their experiences in the course from the perspective of learner and teacher. While curriculum development and pedagogy are at the heart of the course, students also learn technology skills including use of scanners, Adobe Photoshop, PowerPoint, digital, still and video cameras, and also how to use and evaluate Internet resources. Students discuss these skills within the context of their own classrooms to support inquiry-driven learning. See the syllabus online.
Assistive Technology in the Early Childhood Classroom: Developing Visual Tools and Strategies, The Boardmaker (tm) Example
EDUC 603--1 credit (S)
This course is designed to prepare graduate students to respond to the needs of diverse learners in early childhood classrooms by using technology to create visual tools that promote communication, improve classroom organization and management, and expand literacy opportunities. Many children with developmental disabilities experience difficulty attending to and understanding auditory input, yet have relative strengths in visual skills. Graduate students will have hands-on experiences using the computer to create a variety of visual tools that they can incorporate into their teaching practices to support all children. Students will work independently and collaboratively using Boardmaker (tm), a simple drawing program and graphics database, to learn how to create learning tools (customized schedules, songboards, adapted books and stories placemats, signs, games and charts) and to devise strategies for implementation. Videos will be used to demonstrate situations in which visual tools enable children to communicate and actively participate in classroom activities and routines.
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