Saturday, June 29, 2013

Mobile Technologies and Apps are Growing, Week 5!




In the video, first grade teacher Kristina Kellogg discusses the benefits of iPads and iPod touches in her classroom. She said that she is using the iPads and iPod touches to enhance fluency instruction. Kellogg also discussed how the students lacked confidence in reading before the iPads and iPods were implemented in the classroom. Through self reflection, voice recordings, and being able to listen to themselves read, the students have gained confidence in their reading ability. Kellogg explained how teachers need to me in the right mind set to embrace this technology world. She admitted that a lot of work that went into making the project happen. There were technical difficulties, trouble with finding apps, and trouble with getting all of the apps on all of the equipment. However; once implementation started Kellogg said, "It was better that I ever expected." From the video, you can see that it clearly enhances her instruction. Kellogg is not giving typical paper/pencil tasks, she is allowing the students to complete activities on the equipment and getting the data she needs from how the student does. Kellogg stated that she has never been able to differentiate her instruction like this, she is able to assign specific activities to meet the needs of all of her students. What she is doing for reading fluency could be integrated in to all subject areas.

I see myself using the iPad and iPod touches in my classroom in a very similar way. Kellogg made sure to first teach the material, she did not want to take away every aspect of a typical education. Whether it be science, math, social studies, or reading instruction; it is the teachers’ job to first teach the material and then use technology to enhance the instruction. In my classroom I would use iPads and iPods as centers or activities for students to practice what we just learned or where they are lacking. An example of this would be, after a math lesson on multiplication, my students who grasped the understanding of multiplication could participate with a multiplication app, whereas my students who struggled with multiplication can participate in a repeated addition math app. This allows me to differentiate my instruction for all students. This is very beneficial to me because a teacher is only one person, and sometimes all students’ needs are not met every day. The use of iPads and iPods in a classroom will help any teacher tremendously.
Apps:
  1. Nearpod is an app that allows teachers to present a presentation while controlling all of the student equipment. The teacher determines what is going to appear on all of the iPads or iPods. This is a great app to use for lesson where the students would be accessing the world wide web. My mother personal uses this app in her classroom each week. She loves doing math quizzes because she is able to see what every student does and then able to display it for further discussion. Here is a link to more information on the NEARPOD App!
  2. Vocabulary/Spelling City is a great app for students to practice their current spelling words and vocabulary definitions.This app goes hand in hand with our reading series in Bibb County. There is a link to every lesson and it provides opportunities for the students to prepare for their weekly reading and spelling tests. I allow students to use this app during reading centers. Here is a link to more information on the Vocabulary/Spelling City App!
  3. Word Monster is a great app for teaching children how to read. This app comes filled with levelized readers, for the younger grades. I have found this app very useful during the after school program at my school, where I have kindergarten through second grade students at one time. To find our more about Word Monster, click HERE!
  4. Everyday Mathematics is a wonderful app that covers all math skills. I use this app in my classroom as a math center. Students are able to access math practice at any level of math needed. Here is a link to the wonderful app Everyday Mathematics!
  5. Talking Tom is just a fun app to have in the classroom. Students can use this app to record their reading and have it played back to them. The voice of Talking Tom does change for the male voice or female voice, however; it is not the students true voice. This app is not used for specific education purposes, but I do think students enjoy it! Here is a link to Talking Tom!
Chapter one in our text discusses the big picture of technology. Roblyer and Doering, 2013, stated "As we look today at what is happening with technology--and what the future promises--in classrooms across the country, we see that some of the most innovative and promising practices in education involve technology, and the promise of even more exciting capabilities foreshadows great benefits for teachers" (Robyler & Doering, 2013, p.1). Roblyer and Doering could not have said it any better. Technology has come so far in the past few years, and has so much more to gain. The big pictures of technology encourages us to reflect on the past, consider the present, and look ahead to the future. (Robyler & Doering, 2013, p.4) Chapter four of our text digs a littler deeper and discusses the benefits of using software in technology. Software tools can help improve productivity, improve appearance, improve accuracy, and support interaction/collaboration. In education teachers use word processing software, spreadsheet software, and presentation software. Not only is the software benefiting the teacher, it is also helping prepare the students for their future.

Chapter seven of our text describes distance learning. "The United States Distance Learning Association defines distance education as structured learning that takes place without the physical presence of an instructor" (Roblyer & Doering, 2013, p. 206). I know that distance education is benefiting me as I type, however; I am not sure how I feel about distance education in the role of elementary students. I personally like to use technology as a tool to enhance my instruction, not as the tool that guides my instruction. The text also discusses the benefits of the internet and I agree with that. The internet has made it possible for us to have an abundance of material at the click of a button. When using the internet as a tool in education, there is always something to learn. One way I included internet in my classroom this past year was through Skype. A friend of mine from college teaches second grade in Key West, FL. Our classes became pen pals, and at the end of the year our class skyped her class. Chapter nine in our text discusses issues and problems in English and Language Arts, and gives ways for teachers to step up their instruction in this area. I thought that writing friendly letters to pen pals and including Skype, was a great way to motivate students to write. "According to the Standards for then English Language Arts (1996), technology not only enhances students' motivation to write, but also encourages them to assume greater responsibility for their learning" (Roblyer & Doering, 2013, p. 217).






Reference
Roblyer, M., & Doering, A. (2010). Integrating Educational Technology into Teaching Fifth  Edition. Boston: Allyn & Bacon

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Tuesday, June 25, 2013

Week 4: Instructional Software!

As we all already know, technology is a wonderful tool to have in the education world. Technology is used in many different ways in a classroom, such as; drill and practice, tutorials, simulations, instructional games, problem solving, and integrated learning systems. Although technology is used in abundance in a classroom, teachers know that technology only enhances their instruction. "This chapter shows how software empowers teachers, rather than replaces them" (Roblyer & Doering, 2013, p.77). Throughout chapter three of our text, we learn about different types of instructional software and how to implement them into our classroom.

The first type of software is drill-and-practice software. Drill-and-practice software is used in exactly that way, to drill and help the students practice specific examples, typically one question at a time. There are different types of this software, however; in my classroom we use the flash card activity. Everyday during math center rotation, my students are expected to complete their activity on x-tra math. https://www.xtramath.org/ On x-tra math, students complete a number of math facts. The math facts appear one at a time and the student is expected to type in the correct answer. The software then lets to student know if he or she got the answer correct, by showing them a smiley face or wrong, by showing them a red x. The students participate in the drill all year long. Once the student has mastered their addition facts they move on to subtraction, then multiplication, and lastly division. According to Roblyer and Doering, students need to have automaticity of lower skills, such as math facts. Drill-and-practice software provides the practice needed for students to become automatic in prerequisite skills.  

The second type of software is tutorial software. "Tutorial software is an entire instructional sequence topic, similar to a teacher's classroom instruction" (Roblyer & Doering, 2013, p. 86). Many types of technology are used to enhance a teacher's lesson, however; tutorial software is typically used on its own. There are two types of tutorial software; linear tutorial and branching tutorial. Linear tutorial gives the same type of instruction to all students. Branching tutorial was created with specific agendas in mind. Both types of tutorial software include drill-and-practice activities along with the content they are addressing. This social studies skills tutor, http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html would be a very useful tool when teaching social studies. In my classroom I would use this tool for students to individually practice the skills needed for using maps or the skills needed to have critical thinking in social studies.

The third type of software is a simulation. "A simulation is a computerized model of a real or imagined system that is designed to teach how the system works" (Roblyer & Doering, 2013, p.90). There are different types of simulation. One type teaches about something and the other type teaches how to do something. I remember when I was in high school we used simulations for driver education. The simulations made us very involved and gave us a safe environment when learning how to drive. In my classroom I could use simulations in all subjects. However; using simulations for science is very beneficial. When learning about the parts of a plant, and how each part functions, simulations are a useful tool for 2nd grade students. I would use simulations to help introduce new material or to foster exploration within a science lesson. This website http://www.lisd.org/technology/itswebs/elem/curr/science/2sciwebsites.htm has many different simulations that would be useful in second grade.

Another type of educational software is instructional games. Instructional games are exactly how they sound, games that were created with instruction in mind. "A classroom without elements of games and fun would be a dry, barren landscape for students to traverse" (Roblyer & Doering, 2013, p. 96). I agree with this statement very much. I think it is very important for teachers to remember that students are still kids, and need time to play. When picking instructional games, the teacher should choose games that aim to meet his or her instructional goal. However; they should also look at what would interest their students. Instructional software is enhancing student learning, but in an engaging way. In my classroom I use instructional games for reading centers, math centers, science, and as a reward.  Also, our computer lab teacher allows students to play instructional games during our lab time each week. The PBS Kids website has an abundance of instructional games. Here is a link to science games! http://pbskids.org/sid/games.html

Problem solving software is also a type of educational software. Problem solving software is used to give students the opportunity to practice their problem solving skills, by addressing a variety of problems. Teachers could implement this type of software in their classroom to teach component skills in problem solving strategies, to provide support in solving problems, and to encourage group problem solving. In my classroom I could use a reading sequencing game like this one http://pbskids.org/arthur/games/storyscramble/scramble.html to help students with sequencing stories.

The last type of software that we learned about is integrated learning systems. "Integrated learning systems are networked or online systems that provide both computer-based instruction and track and report on student progress" (Roblyer & Doering, 2013, P. 102). In our school all teachers have access to Education City. Education city requires a membership, and the membership is not free. Our school purchased this program because of the valuable information it gives and the wonderful instruction it provides for the students. Education City is a program where teachers can access their class role and assign certain games to each child. This is a great way to differentiate instruction and assign students exactly what type of intervention they need. This program has lessons and activities for reading, language arts, and math. From the lessons and instructional games, teachers are given feedback on each student. The feedback tells the teacher the score of the activity, how long it took the student to complete the assignment, and what the student needs to work on now. The students has to master an activity before moving on. In our school we can access Education City from any computer on our network, therefore; Education City has become a vital tool in our school! http://us.educationcity.com/

Chapters four and five in our text also talk about educational software and software used in other careers. If the software was not enough to learn about technology, these two chapters also discuss software tools, and the reasons for using them. Software tools are important because they increase the speed of productivity, they improve the appearance of work, they help to improve accuracy of work, and they make it easier for colleges to collaborate. Some of these tools are; word processing, spread sheets, presentation programs, material generators, data collection tools, planning and organizing tools, and etc. "These additional materials serve teachers and students in a variety of ways, making possible many kinds of freedom in the classroom" (Roblyer & Doering, 2013, P.140). All in all, we know that technology can be used as a tool in enhance our classroom. From these three chapters I learned specific types of software and tools that will help me with my personal life and with my future students. Technology is all around us, and it is up to us to find the best technology to fit the situation.


Reference
Roblyer, M., & Doering, A. (2010). Integrating Educational Technology into Teaching Fifth  Edition. Boston: Allyn & Bacon
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Monday, June 17, 2013

1:1 Laptop Program!

Article Critique!

1.    Provide the complete article title and author.

The title of the article is "Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump." It was written by Kurt A. Suhr, David A. Hernandez, Douglas Grimes, and Mark Warschauer.
     
2.    State the intended audience. (What is empirical research and how does it help the classroom?)
The intended audience for this empirical research article is anyone involved in education. An empirical research article is not based off of anyone’s personal opinion. It is an article found in professional journals, magazines, or newspapers.                                                                                                                     

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

The purpose of this study was to see if there were any longitudinal changes in English language arts scores with students who were apart of the one-to-one laptop program compared to students who were not in the one-to-one laptop program. The researchers used three specific questions to help them gather the data needed. First, they asked if there were any significant changes in the California Standards Test scores, specifically in the ELA test. Next, they wanted to know if there were any differences in the six subtests used to get those scores. Lastly, they wanted to know if these differences came from the use of the one-to-one laptop program.

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

Research for this study was conducted in the Estrella School District, also known as ESD. ESD is a moderate sized, suburban school district in southern California.  The school district houses approximately 14,000 kindergarten through eight grade students. Where the average class size in fourth and fifth grade is about 31 students. The school district has a diverse ethnic, economic, and linguistic background. 47% of the students are Hispanic, 28% white, 20% Asian, and 5% of the students are other/multi-ethnic/unstated. 40% of these students participate in the free and reduced lunch program.

In the fall of 2004, the Estrella School District launched the one-to-one laptop program in four of its schools. The school district chose two middle schools and two elementary schools based off of their economic scale rating. The ESD also did this in hopes it would help when the entire district implemented the program. Title I funds helped finance this program and in lower economic school. Parents primarily funded the program in the higher economic school. At one school all three fourth grade classes participated in the one-to-one laptop program and at another school one third/fourth grade split gifted class participated in the program.

The researchers used a longitudinal measure of change in their study. They used the students' third grade CST scores as the pretest and the students' fifth grade CST scores as the posttest. They used the difference in these two tests to determine if there was any academic achievement. The researchers also surveyed the students and teachers, interviewed teachers, observed classrooms, and obtained artifacts, all to gain insight on how the laptops were used for teaching and learning. The treatment group consisted of 54 students who were given the opportunity to participate in the one-to-one laptop program. The control group was 54 students who did not have the opportunity to participate in the one-to-one laptop program.

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

The researchers came to the conclusion that there was a small increase in scores from the treatment group involved in the one-to-one laptop program. The test scores showed that neither group experienced a deceleration in reading skill development in the fourth grade year. However; the control group did experience a deceleration of skill development in the fifth grade. Although, there was a small increase the researchers stated that laptops would not “magically” improve student learning or scores. The researchers did find that the laptops began to have a positive effect on the students after the second year of implementation. It also helped to engage students in their learning. 

I agree with the conclusion from the researchers. I do believe that adding laptops in the classroom is a wonderful idea, and I am sure that it does help hold students’ engagement, however; I did not expect it to have dramatic results on test scores. Technology is a tool to boost student learning, but it does not take place of the teacher. Therefore, when technology is used as a tool after the teacher has taught the content, the students are getting additional assistance with a specific standard. The researchers said it all when they said that laptops are not the “magic bullet” to improve student learning.

6.    What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?

The researchers suggested that if this study was continued they would have larger sample sizes with more diverse student demographics. Also, they would use longitudinal evaluations with a wider array of outcome measures. Lastly, the researchers suggested the use of using random assignments to see if there are more positive effects of laptop use. I would suggest that the study should begin even sooner than third grade. The researchers were trying to see if laptops would affect the fourth grade slump, however; when the students where in the fourth grade they were still just learning how to use the laptops. If the students were already comfortable with the laptops we may have seen an even larger increase in the test scores.


In chapter one of Integrating Educational Technology into Teaching, the authors tell us about the "big picture" on technology in education. Where I teach, the 1:1 laptop program is not an option for me or my classroom. No one in our school district has been fortunate enough to be apart of that program. However, our text tells us ,"The current role of educational technology is shaped primarily by two factors: available technology resources and our perspectives on how to make use of them" (Roblyer & Doering, 2013, p.4).  So in my big picture, I will be able to use a laptop, a document camera, and an iPad daily. With the use of these technologies, I hope that I will be able to hold the engagement of my students and teach the content in depth. Overall, we all know that the world is ever changing and technology plays a big role in that. As educators it is our job to take what we have, whether is it the 1:1 laptop program or only 30 minutes in a computer lab, and do the best we can to further our students' educational.

Reference

Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching Fifth Edition. Boston: Allyn & Bacon.



Suhr, K., Hernandez, D., Grimes, D., & Warschauer, M. (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump . The Journal of Technology, Learning, and Assessment, 9(5), 1-45.


 


Learn more about the 1:1 laptop program HERE!
Thinking about doing this in your school? Read HERE!
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Monday, June 10, 2013

Digital Citizenship!

"Digital citizenship is the norms of appropriate, responsible technology use (Digital Citizenship, n.d.)". As educators, it is our job to not only integrate the newest technology, but to teach our students the best and safest practices for online use. Digital citizenship includes many categories, such as; technology misuses or overuse, safety issues, technology funding, best practices with technology, the digital divide, and etc. Technology is around us everywhere we go. Learning the rules and guidelines for internet use is a must! "To integrate technology successfully into their teaching, educators must recognize and be prepared to work in this environment with all of its subtleties and complexities (Roblyer & Doering, 2013, p. 12)". With the help of research I took a closer look into Internet safety, the best practices with technology, and the digital divide.

As our world continues to change with the newest technology, safety online is a concern for both adults and students. "As students spend more time in online environments--both educational and non-educational studies show a high incidence of attempts by online predators to contact students (Roblyer & Doering, 2013, p. 19)". I know that in schools today teachers and administrators are already taking a stand to try to prevent this from happening. Before students can access the internet their parents have to read an internet policy and sign giving their child permission to be online. According to the WHOA group, "Working to Halt Online Abuse", there are many ways to stay safe online!  Here are some examples; do not give out personal information about yourself for any reason, have a personal email address for yourself and only people you trust and one you give out to others do not share your passwords with anyone, block any unwanted users, ego surf, and watch what you say! While online both adults and students should pay close attention to what is happening around them and be safe.

According to our text, "Educators disagree on the proper roles of traditional, teacher directed methods versus student-led, inquiry-based methods (Roblyer & Doering, 2013, p. 17)". I think that this disagreement comes from the unknown that veteran teachers have of the latest educational idea in place. As well as the uncertainty that new teachers have about teaching in general. Both veteran teachers and new teacher could follow the key principals from the article "The Best Practices for Using Technology in the Classroom" and use technology in the way that works best for them and their students. Technology should be used properly and for a purpose. When using technology it should go hand in hand with the standard being taught. It should be used as a reinforcement tool, not used to deliver the main message. Technology should be accessible and useful to students, not just a way to keep them busy. When using technology and following the best practices, students are sure to gain more insight on the content being taught.

School systems have to worry about the digital divide both during the school day and after school hours. "The digital divide is the gap between people who have access to computer technology and who do not" (Carolin, 2000). The digital divide begins typically between the medium and low socioeconomic status. However; race, gender, and location can also play a roll in the digital divide. During the school day, the digital divide can affect the students and teachers because many schools lack technology. Although, when the school does have the technology, some students do not know how to use them at all. Our text states, "Students need access accompanied by systematic, focused instruction in how to make best use of these resources (Roblyer & Doering, 2013, p. 18)". The digital divide continues after school because many of the students have no access to internet. This puts a stop to any type of homework that includes technology. The digital divide is not on the side of a teacher who teaches in a low socioeconomic status school like I do. However; it is the teachers' job to do the best he or she can with what they have.

Check out my Prezi on digital citizenship!
 
http://prezi.com/ww41ajjlpk5n/?utm_campaign=share&utm_medium=copy

Chapter six in our text emphasizes the fact that we live in a world surround by technology. Roblyer & Doering state, "We live in a multimedia world, surrounded by complex images, photographs, video, and audio (p.172)". Now that we have already learned about using best practices and safety online, we now need to learn how to use this abundance of technology around us. In this chapter I was able to learn the definition of multimedia, hypermedia, and hypertext. I was unaware of all the different types of hypermedia available to me. The text explains to us, many ways that educators are already using these technologies. Examples of this are; student created presentations, audio aids for classroom discussions, documentation of school activities, video lectures, virtual field trips, and 3-D models. Being able to use these wonderful new technologies, and use them properly, is going to be a wonderful tool in the education world.

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More information about digital citizenship found HERE!




References

Carlin, S. (2000). Caught in the Digital Divide. Retrieved from http://www.educationworld.com/a_tech/tech041.shtml
Ribble, M. (n.d.). Digital Citizenship. Retrieved from http://www.digitalcitizenship.net.
Roblyer, M., & Doering, A. (2010). Integrating Educational Technology into Teaching Fifth Edition. Boston: Allyn & Bacon
UMC Web Team. (n.d.). Best Practices for Using Technology in the Classroom. Retrieved from http://www.cidde.pitt.edu/ta-handbook/teaching-technology-1.
WHOA: (n.d.). Working to Halt Online Abuse. Retrieved from http://www.haltabuse.org/resources/online.shtml.

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Tuesday, June 4, 2013

My favorite technology!

Technology plays a vital role in education for students and teachers. Ever since I was in school I remember my teachers using things such as; televisions, computers, and radios to help further our education. Now these forms of technology seem out dated. Technology is a wonderful tool that helps the teacher implement their lesson even more. Technology is not a crutch but rather an accessory for teachers to have. Though these technologies are amazing and help us do so much, they are forever changing to become even better. Just with my twenty four years of existence I have seen so many different changes in technology and I know that there are many more to come. "Clearly, 21st-century educators will have to deal with issues and situations that their predecessors could not even have imagined. Both teachers and students must have the skills and knowledge that will prepare them to meet these new challanges and use these new and powerful strategies" (Roblyer & Doering, 2013, p.19).
In my classroom today you would see a variety of technology being used. I really enjoy using my document camera and laptop as I teach the content of the lesson. Many lessons have PowerPoint or additional information that I am able to show them through these pieces of technology. I also enjoy using my AirLiner Slate, as I walk around the room to observe my students, I am still able to teach the lesson. However; my favorite technology is my iPad. I was recently granted the opportunity to participate in and iPad training and receive a free iPad for my classroom. In the training we were taught so many different ways to implement the iPad in our classroom for both whole group and small group settings. While using the iPad in my classroom, I would be able to integrate many of the direct and constructivist strategies. The iPad would defiantly help me to foster group cooperation skills, foster creative problem solving, promote skill fluency, and support self-paced learning. (Roblyer & Doering, 2013, p. 48-50) I feel as though the iPad is a wonderful asset to any classroom.
In chapter two, it also lets us know that implementing technology in a classroom is not always going to be easy. Funding is always an issue in education, and without proper funding these tools become out dated or we never receive them at all. If we do have the proper technology, matching the technology to our state standards can be an issue. Also, getting permission slips and policies signed is a must. On page 68 it says, "The focus must be on how to use the technology resources in classrooms rather than just on technical skills" (Roblyer & Doering, 2013). With that being said, teachers do how their work cut out for them. I know that technology makes a classroom more fun and innovative for both the students and the teachers. I truly believe that with implementing technology, especially an iPad, we will see both the interest and achievements of students go up.

Follow me on Twitter @J_Taylor61811
Here is my Tweet!
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Here is a website on the advantages of using iPads in a classroom!
http://www.securedgenetworks.com/secure-edge-networks-blog/bid/88258/Effects-of-iPads-in-the-Classroom-on-Elementary-Education
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iPads In The Classroom

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