Instructional Software

Our textbook explains several types of instructional software used in the classroom. 

Drill and practice: I would use drill and practice activities to have students work example items to replace or supplement worksheets and homework and prepare for tests.

The website http://www.flashcardmachine.com/ 

allows students to make flash cards and would work for all grade levels. They even have an app!!! I also love the site our textbook suggests http://www.brainpopesl.com. Check out the video tutorial. I would use the flashcards for vocabulary as well as the writing sections the most. The short videos and teacher lesson plans are a definite plus.

Tutorial: I would use tutorial to supplement and/or replace instruction on a topic. Having taught social studies and loved it, I decided to check out http://www.congressforkids.net

as mentioned in our textbook. I would use this site to teach a lesson on how government operates and then have students complete the short quizzes to assess learning. There are also pre and post assessments!

Simulation: I would use simulation as a model of a real or imagined situation to teach how something works. I plan to use the Smithsonian Museum’s website for virtual field trips. http://www.mnh.si.edu I didn’t know you could tour the entire museum room-by-room!

Instructional games: I would use instructional games to increase motivation making learning activities exciting while also reinforcing skills. My daughter loves http://pbskids.org since she is a huge Elmo fan! This is a great site for instructional games as the games are based on cartoon characters from PBS. Kids can choose their favorite character and play games, watch videos and print worksheets based on the character. There is also an option to make ecards for birthdays and other special occasions!       

Problem solving: I would use problem solving to strengthen skills and encourage independent as well as group problem solving. I like http://www.ixl.com. The site has tons of practice math activities for all grade levels. Teachers and students can set goals and track progress. Students earn awards and prizes on a game board once they achieve a goal. The only negative is that there is a free trial but you have to pay monthly after that.

Integrated learning systems: I would use integrated learning systems to provide instruction as well as track and report student progress. I plan to use software such as E2020 where students can work at their own pace. Students listen and watch instruction, work example items, and even take tests or quizzes. Feedback is available for students and teachers. http://e2020virtualacademy.com/index.php

New favorite instructional software: simulation - virtual tour of the Smithsonian Museum! http://t.co/SSZzgSMWzo #ED5059413UWA
— Denise (@hopper1123) June 21, 2013

Article Critique One-to-One Computing

Article Critique Form          Denise Hopper         ED 500

Directions: Read an empirical research article from the list in Blackboard about technology and education. Critique the article by answering the questions below. Make sure you read all of the assignment directions before beginning. Answer each question in your blog post for the week indicated. Be sure to type and number the question and then type your answer below it.

Type your response below each section.

1.     Provide the complete article title and author

Bebell, D., & Kay, R. (2010). One-to-one computing: A summary of the quantitative results from the berkshire wireless learning initiative. The Journal of Technology, Learning, and Assessment, 9(2), 59.

2.     State the intended audience. (What is empirical research and how does it help the classroom?)

The empirical research article demonstrates the educational effects of the Berkshire Wireless Learning Initiative (BWLI), which provided one-to-one technology access to students and teachers in five public and private Massachusetts middle schools. When laptops, wireless Internet networks, and other technology such as DLP/LCD projectors were used in classrooms, and teachers were provided with support and training on integrating the technology into the curriculum, education improved.

3.     What is/are the research question/questions or hypothesis/hypotheses?

    Will the one-to-one laptop initiative transform education in a traditional middle school setting? Will BWLI enhance student achievement, improve student engagement, improve classroom management, enhance students’ capabilities to conduct independent research and collaborate with their peers, and create fundamental changes in teaching strategies and curriculum delivery?

4.     Describe the subject (participants) and the procedures (methods) used by the researcher(s)?

The researchers used a pre/post with comparison group design to determine the impact technology had on the five schools in three years. They also compared two neighboring middle schools with similar demographics. Teacher and student surveys were used as well as student drawings, classroom observations, teacher interviews, and principal Interviews.

5.     What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.

Implementation and outcomes at the schools varied. Changes in teacher practices, student achievement, student engagement, and students’ research skills were evident at all schools.  The article states, “Not every teacher was willing or interested to experience a “radical shift” in their pedagogy and practices as the majority of their students seemed to be.” (Bebell & Kay, 2010) I agree that students will likely be more open to using technology in school since much of their world is already centered on technology with social networking via Facebook and Twitter for example. Teachers control the use of technology in the classroom, so they essentially determine the success or failure of technology use in education. The article indicates that teachers are required to “make massive investments in time and effort to adapt their teaching materials and practices to make the 1:1 environment effective and relevant”. (Bebell & Kay, 2010) Teachers were provided with professional development and support, but it is the everyday planning and implementation that proves overwhelming. A great deal of support is needed to assist teachers with the daily integration of technology in the curriculum. Several staff developments and weekly support should be available. An idea for staff development would be to form teams (i.e. math department, science department, etc.) who work together developing lesson units and daily lesson plans. A list of approved sites for students to visit should also be distributed. Teachers should be afforded the time to visit the sites and determine which ones fit best in their corresponding lessons.

6.   What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?
     The article mentions that teachers experienced problems when LCD projectors were not readily available. There was also a lack of printers. Further research could focus on how education is transformed by 1:1 computing when technology resources are readily available and equity issues are prevented or at least quickly resolved.

Check out this video about one-to-one computing. There are several sites mentioned that seem helpful for students.

 

Hopefully soon 1:1 computing will be possible in all schools! #ED5059413UWA
— Denise (@hopper1123) June 17, 2013

Digital Citizenship

Three common technology issues in education include: technology misuses/overuse; risks of online social networking; safety issues. There is an extensive list of concerns we are faced with such as cyber bullying, sexting, social networking mistakes, identity theft, online predators, cyberporn and more. Many adults are aware of the potential risks and know how to act accordingly, but our young people need guidance on dealing with the issues. As mentioned in our textbook, schools use Acceptable Use Policy (AUP) forms that parents sign outlining "appropriate use of school technologies for students and educators and put[s] procedures in place to safeguard access to students’ personal information” (Roybler & Doering, 2013, p. 19). This along with anti-virus, anti-spyware, anti-spam, and firewalls are a good start. However, it is not enough. Supervision along with education on the appropriate use of technology by parents and teachers is crucial. Social networking mistakes are common among young people (even adults as we have all witnessed!) Overuse is definitely a problem too. Students are multitasking more than ever (i.e. completing homework and studying while texting or online; eating dinner with the family while checking Facebook) losing valuable family and learning time. Sleeping, exercise, and hobbies of interest may also be impacted due to overuse of Facebook, emails, and text messaging. According to our textbook, studies have found that "very high use of computers correlates with health issues such as body mass and lowered physical fitness"(Roybler & Doering, 2013, p. 16). Another misuse is sexting, which is "sending explicit photos or text on cell phones or through the internet"(Roybler & Doering, 2013, p. 16). Young people do not realize the damage this can do to their reputation and that they could possibly be breaking the law if they send, forward, or even save this kind of message. Young people may also not realize how powerful their words are and what constitutes cyber bullying, or online harassment (Roybler & Doering, 2013, p. 16). The National Crime Prevention Council, http://www.ncpc.org has dedicated a great amount of time and energy on this subject. There are other valuable resources providing great tips for appropriate technology use as well as activities, lesson plans, posters, videos and more. Technology is highly beneficial (and fun!) when utilized appropriately. It's up to us to model how to be responsible digital citizens!

Oh how I love Prezi.com! This digital citizen just got a little smarter today! #ED5059413UWA

— Denise (@hopper1123) June 11, 2013

Chapter 2 and Favorite Technology

Both directed instruction and constructivist strategies could be utilized in the integration of technology in education. While directed instruction focuses mostly on traditional methods such as an emphasis on individualized work, specific goals and objectives for all students, and teacher-guided instruction, the constructivist model emphasizes group work, individualized goals, experience-based learning from real-life scenarios, learning through problem-based activities, and the use of nontraditional materials to encourage students to explore and solve problems (Roybler & Doering, 2013). Some theorists believe that the constructivist approach should be used after basic skills are acquired through directed instruction. Others suggest that having a knowledge base of skills is good but that "our world is too complex and technical for students to learn ahead of time everything they need for the future" (Roybler & Doering, 2013, 49), and therefore more creative thinking is necessary. Some technology integration strategies based on either model include: 

• opportunities for students to use the internet and multimedia resources

• drill-and-practice/tutorial materials

• video-based situations/simulations

• word processing

• virtual tours of places students may not be able to go physically

• simulations (i.e. voting for social studies and chemical reactions for science) 

(Roybler & Doering, 2013)

Interactive whiteboards are my favorite technology and can be used to support either model. Learning occurs through both teacher-led and student-led experiences. Teachers can incorporate an array of materials into a lesson such as spreadsheets, word documents, powerpoint, websites, videos, animation, photos, and music to engage students rather than simply relying on one source such as the textbook. The interactive features such as drawing tools as well as large font, colors, the ability to edit and revisit previously learned material, provide instant feedback, and customize lessons for all learning styles make this technology an absolute favorite of mine! Using the TIP model and interactive whiteboard enables teachers to provide meaningful learning experience to meet students’ needs. The TIP model helps teachers determine the advantage of using the interactive whiteboards and if it is the appropriate tool to carry out their plans. Planning follows where teachers decide on objectives and assessments and prepare for the lesson. After the lesson, teachers analyze results and revise accordingly (Roybler & Doering, 2013).  

Roybler, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson.

Video on SmartBoard

See embedded tweet for favorite technology

My favorite technology to utilize for education are interactive whiteboards.#ED5059413UWA
— Denise (@hopper1123) June 2, 2013