Single Device Classroom

Group Two: Currina Cuff, Carolyn Daly, Morgan

Dickey, and Andre Zigbuo
Jobs
Carolyn- Group Leader

Andre- Benefit Researcher

Currina- Drawbacks Researcher

Morgan- Best Practices/Examples

Benefit #1
Stations – Students can rotate
into “stations” while doing an
activity. This is beneficial because
they will get to use a computer,
but they will also have to learn
other ways to do research at the
other stations.
Benefit #2
Access to information –
Students will have access to the
internet to complete research as a
group on the one PC. This will help
them work together.
Benefit #3
Assessments – The teacher can
use the single device to assess the
students as a unit. Students can
take assessments as a large group
and the teacher can give feedback
to them as a whole, which would
undoubtedly save time.
Benefit #4
Communication – This is an
excellent opportunity for the
teacher to user the single device as
a medium to demonstrate
communication. Whether it’s with
another class, another student, or
another teacher it’s a good
opportunity to teach them how to
communicate professionally.
Benefit #5
Reading – This is a good
alternative for your standard
classroom textbook. The single
device can be used as a medium
for reading, whether its articles,
fiction, audio – the computer
provides more flexibility.
Drawback #1
Screen Projector Distortion - Screen
projectors are quite useful in a classroom
making it feasible for the students to
view the computer onto a larger screen
that the entire class can see. However,
the drawback to this scenario is the
computer screens, while some schools
can afford extra wide screens some may
not which could cause a distraction for
students. When using such devices with
smaller screens an educator may find
extreme distortion and imbalance on the
screen.
Drawback #2
Management Considerations -
Management drawbacks include
considering hardware needs,
considering timing of projects,
and thinking about equity.
Drawback #3
Quick Printing - Educator
professionals often use quick printing
by encouraging students to quickly
print articles to take to their desk and
read them. Though, the drawback of
this process is the rapid race to print
resulting in students printing
unnecessary articles and documents
that are not needed for the
curriculum. Unfortunately, teachers
find the budget of toner and paper
much more significant than having
additional computers for the students.
Drawback #4
Small Group Activities - The
drawback of Small group activities
includes exploring center
approaches, such as providing
effective support, considering
center activities, encouraging
collaboration, exploring scheduling
options, building realistic
expectations, and finding help.
Drawback #5
Scrounging - Most teachers are
scroungers and scrounging often
results in trying to locate
additional computers at any given
time! The drawback to this
situation is Occasionally those
computers are very ancient ones
that don't have many or any at all
the settings and application as the
newer computers.
Drawback Resources
- https://www.educationworld.com/a_tech/tech/tech092.shtml
- https://www.eduscapes.com/tap/topic84.htm#3
Best Practices/Examples #1
Lesson Title: Basic Shapes

Grade: Pre-Kindergarten

Content Area: Math

Lesson Length: One Week- 15-

minute intervals
Analyze Learners
1. 18 Students🡪 10 males, 8 females
2. 4 years old to five years old
3. Mental, Social, and Physical Notes
a. Disabilities: One nonverbal student, two students who are English
second language learners
b. Learning Differences: Adapted curriculum
c. Cultural/Ethnicity: Asian American- 5 students, Caucasian- 4 students,
African American- 1 student, Middle Eastern- 5 students, Biracial- 3
Students
4. The students do not need prior knowledge of shapes for this lesson since it is
a new topic. Students should be able to count to eight and identify colors for
the games. All students can participate.
5. Learning Styles
a. Visual: 35%
b. Auditory: 35%
c. Kinesthetic: 30%
State Objectives
ABCD Objective: Students will be able to identify basic shapes in
pictures and flashcards by the end of the week with 80% accuracy.

A. Audience: Students
B. Behavior: Identify basic shapes
C. Condition: Pictures and flashcards
D. Degree: 80% accuracy by the end of the week
Select Methods, Media, and Materials
1. I will use repetition of the shapes to keep the topic fresh in the student’s minds. I will also play
a video about shapes called “The Shapes Song” to benefit the students who learn better
through music and verbal communication. While the video will benefit visual learners because
the pictures and colors, I will also use visual flashcards that also allow the students to touch
them and also repeat after me when I say the type of shape. The kinesthetic learners can
benefit from touching, so I will find objects around the room such as wooden blocks or even the
wall to help students connect the pictures to objects. Since this classroom is single device, I will
have the students take turns matching the shapes on the SMART board.
2. The media used in this single device classroom will be music videos, slideshow, and a game on
the SMART board. The music video will help the children warm up and have fun and target
different learning styles. The slideshow will allow the students time to focus and understand
the basic shapes. The game will test the children’s knowledge and allow them to take turns on
the SMART board through sorting.
3. I will need flashcards with the shapes and names, a personal computer, SMART board, and a
presentation. I would also place shapes that I make around the classroom to have the
environment supporting their lesson.
Utilize Media, Media, and Materials
1. I will need to watch the video to make sure it is not too complex and specifically
focuses on what the children need without causing confusion.
2. I need to prepare the educational game by creating multiple shapes, but ensuring it is
the ones they learn. I need to have the game, presentation, and video pulled up and
ready to go so that I am not wasting time searching for the an of the supplements. I will
need to make sure there are objects to help the kinesthetic learners.
3. The classroom will be the environment for the children. During the presentation, song,
and flashcards the children will be on the carpet. But during the educational games like
sorting or finding objects like the pictures the children will be up near the SMART board
or walking around the room finding objects.
4. I will go over colors and numbers with the children. This way children can count the
shapes sides or connect to the shapes names by colors. I will also ask the students to
repeat the shape names in the song with me to make sure they are paying attention.
Once the song is played enough and they learn it, I will sing it with them.
Require Learner Participation
Within a week the students will learn their basic shapes and be able to
identify them outside of the classroom. The lesson will last fifteen
minutes but will be incorporated through the activities they do all day to
ensure repetition.
Require Learner Participation
Day 1:

Warm-up: I will start with the “Shapes Song” and allow students to dance. This will be an
introduction and break-brain for the children. Once the song is over, we will practice
counting and identifying colors so they can make connections with the shapes later.

Instruction: I will do a brief slide-show presentation of the shapes and have the students
repeat after me. Once we have gone through the presentation, we will do it again and talk
about the shapes. We will see where they may see shapes like circles and squares in the
classroom. I will encourage the students to raise hands so that I can see who is not
completely understanding and as well teach them to take turns and be respectful.

Reinforcement: I will ask students each time they leave the classroom about a shape and
see if they can identify it.
Require Learner Participation
Day 2:

Warm-up: I will play the “Shapes Song” and encourage the students to dance, but
also identify the shapes. This will get their brains working and also help prepare
them to practice shapes.

Instruction: I will use the large flashcards to show students the pictures of the
shapes. When go over one shape and they repeat after me I will then have them
look at their own clothes to see what shapes may be on themselves. This will
help with reinforcement today and hopefully lead to conversations with the
children comparing their clothing.

Reinforcement: I will ask the students what shapes they see on their friends
clothing.
Require Learner Participation
Day 3:

Warm-up: I will play the “Shapes Song” and encourage the students to dance, but also
identify the shapes and find one in the classroom. This will help them make connections with
past and current lessons through the instruction of the song.

Instruction: I am going to play an educational game with the children. We will begin will
matching shapes together. The shapes may be different colors or even different objects.
Once the students match the shapes, I am going to have them think of other shapes that
would match. For instance, a slice of cheese would go with squares or a loaf of bread could
go with rectangles. This is instruction would also be great to use outside the classroom like
in the cafeteria or recess.

Reinforcement: I will have the students tell myself what shape they can see during their free
time. I.E. if a student is coloring on a piece of paper, they may say their paper is rectangle.
Require Learner Participation
Day 4:

Warm-up: I will play the “Shapes Song” and encourage the students to dance, but
also identify the shapes. I will assign the girls with a shape and the boys with a
shape and have them jump up when their shape is on the screen.

Instruction: I will let the children pick the presentation, matching game, and
flashcards to review and discuss shapes as a large group. Small centers will be
set up with objects where the students can practice drawing. An assistant and I
will be floating around to help students. I will be encouraging tracing and then
free-hand drawing to help the students draw the shapes.

Reinforcement: I will ask students tell me their favorite shape and ask them to
draw it.
Require Learner Participation
Day 5:

Warm-up: I will play the “Shapes Song” and by this point the students will hopefully be able
to identify their shapes. I will let them pick which way they want to participate. Jumping,
sorting, raising their hand, or shouting the shapes out.

Instruction: Once again I will let the students pick what way they want to review. This point
we will be repeating shapes and calling on individuals who seem unsure. The students will
be given pictures of objects in the room and must find those shapes. The front of the
classroom will have boxes with a picture of a shape as the label. I will encourage students to
sort the shapes and help their peers. I will also encourage them to find connections with the
shapes through colors and by counting the sides.

Reinforcement: I will play an eye-spy game throughout the day. We could be in the
classroom, hallway, recess, lunch, or anywhere else, and see what shapes the children can
find.
Evaluate and Revise
1. Student Performance: I will keep track of student improvement
through participation and questions asked. Being able to record
which students participate by playing the game or raising their
hands will help me see the learning growth.
2. Media Effectiveness: I will make sure each child is enjoying the
video and presentation by asking them what they thought and also
analyzing their participation in the matching game and song.
3. Instructor Performance: I will keep track of how I speak to the
children and my pace. I will also ask my assistant to critique while
also asking parents if their child seems to be discussing shapes at
home.
SAMR Model
1. Substitution: Students look at basic shapes on the internet instead
of books with pictures.
2. Augmentation: Students may find pictures on the internet and
create shapes based off what they find using simple programs like
word.
3. Modification: Instead of finding real objects, the students can find
objects on the internet and place them in the matching game.
4. Redefinition: Students can find more objects and are not limited to
the classroom. This creates a broader scope and allows for a deeper
connection between objects and the shapes they make.
Best Practices/Examples #2
Lesson Title: Alphabet

Grade: Pre-Kindergarten

Content Area: Language Arts

Lesson Length: One Week- 15-minute intervals

Analyze Learners
1. 18 Students🡪 10 males, 8 females
2. 4 years old to five years old
3. Mental, Social, and Physical Notes
a. Disabilities: One nonverbal student, two students who are English second
language learners
b. Learning Differences: Adapted curriculum
c. Cultural/Ethnicity: Asian American- 5 students, Caucasian- 4 students, African
American- 1 student, Middle Eastern- 5 students, Biracial- 3 Students
4. The students do not need prior knowledge of letters for this lesson since it is a
new topic. All students can participate.
5. Learning Styles
a. Visual: 35%
b. Auditory: 35%
c. Kinesthetic: 30%
State Objectives
ABCD Objective: Students will be able to identify the letters “A-M” in
pictures and flashcards by the end of the week with 80% accuracy.

A. Audience: Students
B. Behavior: Identify “A-M”
C. Condition: Pictures and flashcards
D. Degree: 80% accuracy by the end of the week
Select Methods, Media, and Materials
1. I will use the student’s prior knowledge of the ABC song to get their attention and create a
connection. I will also play a video that shows the letters and sings ABCs to benefit the
students who learn better through music and verbal communication. While the video will
benefit visual learners because the pictures and colors, I will also use visual flashcards that
also allow the students to touch them and repeat after me when I say the letters. The
kinesthetic learners can benefit from touching, so I will have a puzzle with the ABCs. I will also
use the sounds of the letters to create a pattern in the children’s minds-i.e. “a-a-apple”. Since
this classroom is single device, I will have the students take turns matching the letters with
objects that begin with that letter on the SMART board.
2. The media used in this single device classroom will be music videos, slideshow, and a game on
the SMART board. The music video will help the children warm up and have fun and target
different learning styles. The slideshow will allow the students time to focus and understand
the letters. The game will test the children’s knowledge and allow them to take turns on the
SMART board through matching.
3. I will need flashcards with the letters and pictures of an object that begins with the letters (B-
Boy), a personal computer, SMART board, and a presentation. I would also place objects and
toys with the letters, so the students use them during their free time and are constantly seeing
Utilize Media, Media, and Materials
1. I will need to watch the video to make sure it is not too complex and
specifically focuses on what the children need without causing
confusion.
2. I need to prepare the educational game by creating the letters in a
bigger font and finding pictures to match to the letters, but ensuring
it is the ones they learn. I need to have the game, presentation, and
video pulled up and ready to go so that I am not wasting time
searching for the supplements. I will need to make sure there are
objects to help the kinesthetic learners.
3. The classroom will be the environment for the children. During the
presentation, song, and flashcards the children will be on the
carpet. But during the educational games like sorting or finding
Require Learner Participation
Within a week the students will learn the first half of the alphabet and be able to
identify the symbols and objects that go with the letters. The lesson will last fifteen
minutes but will be incorporated through the activities they do all day to ensure
repetition.

Day 1:

Warm-up: I will start with asking who knows the ABC song and see if the class can sing
it together. The video will then be played, and the children will be allowed to act silly
and dance.

Instruction: I will do a brief slide-show presentation of the letters with objects. and
have the students repeat after me. Once we have gone through the presentation, we
will do it again and talk about the letters. I will go over sounds to help create patterns.
Require Learner Participation
Day 2:

Warm-up: During the ABC video, students will be asked to watch the symbols
because they will be asked to tell me what letters are on the cards after the
video.

Instruction: I will use the large flashcards to show students the pictures of the
letters. Repetition will be key today, but I will also have students raise their hands
to get an idea of what they have learned so far. Today will be focused on
repetition. So, during the day when students are drawing, eating, or running
around, I will stop and explain to them an object they are near and the letter that
corresponds with it.

Reinforcement: I will ask the students throughout the day about objects they may
Require Learner Participation
Day 3:

Warm-up: During the ABC video, students will be handed out a variety of objects. I will
ask them to lift the object in the air when the letter is on the screen.

Instruction: Today we are going to focus on crafts. I am going to students the choices
of painting, drawing, or sculpting with play-doh the shapes. This will happen after we
review as a whole class. The students will go into small groups and the assistant and
myself will go around helping students. Each station will have letters available to
trace, different letters, and different mediums. Students will work on their fine motor
skills depending on the mediums at the table and the goal is to keep students
engaged by staying on topic but doing slightly different activities.

Reinforcement: I will have the students tell myself what shape they can see during
their free time. I.E. if a student is coloring on a piece of paper, they may say their
Require Learner Participation
Day 4:

Warm-up: During the ABC video, students will be asked to sing and dance. This is
a great chance for a brain break. I will give the students that choice of watching
the video and doing an activity from the previous days, and I will also tell them
they can come up with a new activity.

Instruction: I will let the children pick the presentation, matching game, and
flashcards to review and discuss letters as a large group. Small centers will be set
up and students will be encouraged to write their name (with assistance). Even
though all the letters have not been learned, writing their name is something
they will need to learn, and the new letters will be learned next week.

Reinforcement: I will ask students to tell me what letter their name starts with.
Require Learner Participation
Day 5:

Warm-up: During the ABC video, students will be asked to stand up

when the letter that their name begins with pops up on the screen.

Instruction: Once again I will let the students pick what way they want
to review. This point we will be repeating letters and calling on
individuals who seem unsure. Today we will focus on signing the
alphabet because it is another great tool and will be practiced for the
coming weeks.

Reinforcement: I will sign objects letter near the children, sign their first
letter when they leave the classroom, and assist students who are
Evaluate and Revise
1. Student Performance: I will keep track of student improvement
through participation and questions asked. Being able to record
which students participate by playing the game or raising their
hands will help me see the learning growth.
2. Media Effectiveness: I will make sure each child is enjoying the
video and presentation by asking them what they thought and
analyzing their participation in the matching game and song.
3. Instructor Performance: I will keep track of how I speak to the
children and my pace. I will also ask my assistant to critique while
also asking parents if their child seems to be discussing shapes at
home.
SAMR Model
1. Substitution: Students look at typed letters instead of written ones.
2. Augmentation: Students may identify letters on a keyboard or a
presentation on the SMART board.
3. Modification: Instead of writing, students could learn to type on a
computer.
4. Redefinition: Students can type, use spelling-check, and use read-
aloud software to learn their letters and words.
Best Practices/Examples Resources
https://www.schoology.com/blog/samr-model-practical-guide-edtech-inte
gration
Picture Resources
- http://worldlanguagecenters.weebly.com/
- https://hubtel.com/best-internet-bundles-in-ghana/
- https://onlinelearningconsortium.org/assessing-across-modalities-strengthening-the-intentionali
ty-of-curricular-design/
- https://www.customonline.com/2019/10/24/communicate-consistently-with-customers-about-th
eir-technology-needs-and-your-value/
- https://www.technologyreview.com/f/614979/how-ipads-might-actually-help-kids-learn-to-read/
- https://www.techedu.com/SMARTBOARD/Interactive-Whiteboards/SMARTBOARD-SBX885-Screen
-Size-87-IN/
- http://www.textures4photoshop.com/tex/abstract/databending-photoshop-glitch-texture-overlay
.aspx
- https://blogs.cfainstitute.org/investor/2018/01/17/timing-the-market-momentum-and-beyond/
- https://depositphotos.com/59806657/stock-illustration-cartoon-printer-cartoon.html
- https://electronics.howstuffworks.com/how-to-tech/how-to-donate-computer.htm
- https://blog.prepscholar.com/geometric-shapes-names-list
- https://www.cnn.com/videos/us/2019/10/28/alphabet-song-remix-sparks-outrage-online-sot-mx
p-vpx.hln
- https://www.vectorstock.com/royalty-free-vector/cartoon-image-of-keyboard-icon-vector-15675