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Mr. DiMitri’s Classroom Edit display name

  • JHS 201 Dyker Heights
  • Brooklyn, NY
  • More than half of students from low‑income households

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Chromebooks are truly time machines for my young students. during the last school year, I had the good fortune to have access to a computer lab to use with my 6th graders for Social Studies instruction. I was able to implement Google Classroom, use BrainPop, Kahn Academy, Quizlet, and numerous other web applications to step out of the textbook and bring history to life. When I did this, I saw a side of my students that I would never have seen otherwise. I tracked progress compared to previous years and saw a spike in student outcomes. My limited English students were engaging in text discussions, research, and more rigorous tasks than ever before. Students who were reluctant to participate in class, took the lead in the class chat room organizing discussions, study groups, serving as resources for their peers, and reminding classmates about upcoming assignments and projects. Some students began to take the initiative to make Quizlet study sets for other classes as well. As mentioned earlier, my school is currently overcapacity. This makes acquiring enough electronic devices to serve large numbers of students quite challenging. Unfortunately, the computer lab to which I had access last year is quickly becoming obsolete and not available to me for use with my students. Having seen the success of teaching history through technology, I am crestfallen at the thought of not being able to provide my students with the exciting and rigorous instruction that I know will result in growth both academically and socially, and truly impact their career and college readiness.

About my class

Chromebooks are truly time machines for my young students. during the last school year, I had the good fortune to have access to a computer lab to use with my 6th graders for Social Studies instruction. I was able to implement Google Classroom, use BrainPop, Kahn Academy, Quizlet, and numerous other web applications to step out of the textbook and bring history to life. When I did this, I saw a side of my students that I would never have seen otherwise. I tracked progress compared to previous years and saw a spike in student outcomes. My limited English students were engaging in text discussions, research, and more rigorous tasks than ever before. Students who were reluctant to participate in class, took the lead in the class chat room organizing discussions, study groups, serving as resources for their peers, and reminding classmates about upcoming assignments and projects. Some students began to take the initiative to make Quizlet study sets for other classes as well. As mentioned earlier, my school is currently overcapacity. This makes acquiring enough electronic devices to serve large numbers of students quite challenging. Unfortunately, the computer lab to which I had access last year is quickly becoming obsolete and not available to me for use with my students. Having seen the success of teaching history through technology, I am crestfallen at the thought of not being able to provide my students with the exciting and rigorous instruction that I know will result in growth both academically and socially, and truly impact their career and college readiness.

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