Founded in 2006, Twitter is "an online social
networking and microblogging service that enables users to send and read
text-based messages, known as tweets" (Roblyer & Doering, 2012, pg.
221). Tweets consists of a hash tag, prefix with a pound sign (#) with a topic,
with a message up to 140 characters. Before enrolling in this course, I only
used Twitter to interact and/or communicate with friends, keep up with celebrities
and politics and latest news on fashion. However, Twitter can be a useful tool
in the classroom to stay up to date on the latest developments in education.
As describe by Roblyer and Doering (2012), Steve
Wheeler identified at least 100 ways to use Twitter in education, such as
"Twit Links, Summing Up and Twitter Pals" (pg. 222). Following
education tweeters such as Vickie Davis (@coolcatteacher), ACTIVboardNZ (@ACTIVboardNZ),
Discovery Education
(@DiscoveryEd) and We Are Teachers (@WeAreTeachers), I was able to receive tips
on instruction or technology use, read various useful articles, and save
hyperlinks for future use. I found that searching for a specific hashtag or
topic (#socialbookmarking, #assistiveTECHNOLOGY, #delicious, #glogster) yielded
the better results for weekly assignments, rather than tweets from the
"educational tweeters" I follow.
As a future reference, I will follow accounts that
provide a variety of information on education topics such as www.commoncore.org
(@common_core) and Common Core Math (@CCSSIMath) and to search for hashtags on
specific topics when microblogging. Twitter is not only a way to communicate
with friends and receive the latest news on politics, celebrities and
fashion but it can serve as an excellent resource used to enhance my teaching
skills through microblogging.
Students can be classified as special education
student based on their learning disabilities, special need(s) and/or gift or
talent. Student disabilities are classified as: mild disabilities,
moderate/severe disabilities, physical disabilities, sensory disabilities, at
risk disabilities, and gifts/talents. These students may or may not need
the use of assistive technology in order to enhance their educational needs to
become successful learners. Roblyer and Doering (2012) define assistive
technology as “devices that extend the abilities of an individual in ways that
provide physical access (i.e., wheelchairs, braces) and sensory access (i.e.,
Braille closed captioning)” (Roblyer & Doering, 2012).
The integration of technology
along with the use of assistive technology can greatly increase a special
education student’s education and allow them to become just as successful as
their classmate a successful. Mild disabilities are the most common type of
disability that include “learning disabilities, serious emotional disabilities,
and mental retardation” (Roblyer & Doering, 2012, p. 406). These
individuals often require some type of assistance to help remediate what is
being taught. An example of a piece of hardware to enhance a student’s reading
and communication skills is a text- to-speech product, such as the Quicktionary
Reading Pen which will read words. Illustrated stories can also be read
to students from sites like http://www.magickeys.com/books.
Students with moderate/severe disabilities learning
focuses on everyday living skills and tasks such as personal hygiene, shopping
and the use of public transportation. To help accommodate these
individuals, alternative keyboards (Intellikeys) can be used in the classroom.
These keyboards are more spacey and programmed to fit the needs of the
individual. To help with problem solving and decision making, Juba
(www.jubalearning.com) allows students to analyze and organize data using Venn
Diagrams.
Students with physical disabilities often have problems
with fine motor or gross movement. Motorized wheelchairs operated by a joystick
and the use of switches are assistive technology tools that accommodate the
need of students with physical disabilities.OneSwitch (www.oneswitch.org.uk) contains various sites, blogs games, and
ideas for DIY projects and other information helpful to students, parents and
teacher to assist students with physical disabilities.
Sensory disabilities are impairments with loss of
hearing or vision1 (p. 409). Students who are blind may use a screen
readers such as JAWS to read text computer screen. Closed circuit television
(CCTV) software enlarges text or alters contrast enabling partially sighted
individuals access to printed materials; while amplification systems allow deaf
individuals use of computers.
Assistive technology is not specifically for
students with disabilities. Students who are at risk of failure are not
identified as having a learning disability, but assistive technology can
provide these students with tools necessary to help them become successful.
Virtual Math Manipulatives (www.mathplayground.com/math_manipulatives.html) are
interactive tools to help concepts come alive. Prompting devices such as Job
Coach (www.attainmentcompany.com) helps these students remember tasks.Gifted or talented students need services or
activities to develop their high achievement capabilities.The Creativity Web (www.creativelearning.com)
website helps gifted students develop their process skills through
distance-learning, while the use of iPads, iPods, and other technology tools
that allow gifted students to showcase their extraordinary knowledge and
understanding.
Whether students are learning disabled or gifted
assistive technology enables students to increase their learning, knowledge,
independence and understanding providing them with the necessary skills to
become lifelong learners.
Hypermedia as defined by Roblyer& Doering (2013) is software that allows information stored in various media or various parts of media to be connected (over the internet) while multimedia is a "combination of media" that incorporates graphics and photographs, sound, motion video, animation, and/or text items for the purposes of communicating in multiple ways (pg. 172-173). Teachers and students can use various forms of hypermedia and multimedia to create instructional activities to enhance and/or supplement the learning experience. Teachers can utilize hypermedia and multimedia within the classroom through Web 2.0 authoring tools. Web 2.0 authoring tools "are available with an internet connection to generate and share online content, create online portfolios, social networking, and tagging or rating other user-generated content" (pg. 426). Web 2.0 resources can be used as ongoing or final assessments to test students' knowledge and understanding. As suggested by Roblyer& Doering (2013), "project based assignments should reflect seven key aspects: based on curriculum and grade-level standards, conducted over an extended time frame, expand student decision making, incorporate collaboration, provide clear understanding of assessment rubrics, real-world connections, and multimedia resources and skills' (pg. 185). The following examples are Web 2.0 resources which can be used when teaching a science unit on plant and animal cells.
Glogster-This graphic blog will be great for class/teacher websites. Glogsters can be also created by students during center time, as homework assignments or for fast finishers.
Animoto- I really liked this tool. This can be an excellent choice as a bell ringer, exit ticket or transition monitor.
Voice Thread- I use the app on my cell phone to create the voice thread. This would be good to use when students have questions or when students want to know information on a specific topic.
The use of technology in the
classroom can be very beneficial for the student, as well as the teacher. I
have found that the use of the promethean board in the classroom is a
beneficial tool, when presenting lessons (PowerPoint, Prezi and video
presentations). I feel as though the students are more attentive and interested
in the lesson, when the material is presented along with the use of the
promethean board, especially for my ELL students. As Roblyer
& Doering (2013) states, “when combined with the recent research
findings on potential for impact, these reasons pose a powerful rational for
why technology must become a commonplace in education as it is in other areas
of society” (pg.26). I would love if each student had the access of an iPad,
for individualized learning; “the trend toward mobile devices in education is
already being seen and is likely to be widespread and seems likely to have a
great impact on K-12 education” (pg. 27).
Teaching ELL students is
sometimes difficult, but through the use of Google Translate and other
applications on my iPad, I have found that it is quite easy to translate words
or small phrase between languages. The use of the iPad in my ELL class has been
a wonderful instructional tool. If each ELL student had his/her own iPad they
would be allowed to use it any time when need at school or even at home.
There are several apps which can be downloaded to help the students when they
struggle with a language deficiency, remediation of skills and even
enrichment of skills. However, “trying to find the perfect app that provides
the content, collaboration, and/or interaction could take hours of search and
hours learning how to use the app” (pg.229).
The
use of the iPad and other technology tools are very beneficial to students and
teachers in the classroom, but “good teachers are more essential now than ever”
(pg. 10). iPads have several benefits: the use as a textbook, video presentations,
interactive applications, and even as a smart board. Teachers must learn to integrate
the use of iPads within the classroom to benefit learning and not become
comfortable solely relying or not relying upon them. The
following are apps I use within my classroom to help supplement and enhance student
learning.
Math Wayhttp://www.mathway.com/mobile.aspx
This app allows students to get instant answers to math problems for free. After selecting the area of math, which includes basic math, algebra and calculus, students type in the problem and a solution is given. Although the free version does not explain each step, users can purchase the premium version that displays explanation (steps) for each solution. Example problems, a math glossary and graphs are included, as well.
Math Workshttp://www.mathsworkout.net Get a daily math workout each day to improve your mental math skills through mini games. This app is FREE and a great resource for fast finishers, center use or remediation/enrichment of skills.
Basic Sciences 100Q Quizhttp://100q-quiz.blogspot.com Students can answer basic science questions to determine their knowledge or increase their understanding. Basic science questions are only found within this app, however developers have other FREE apps with questions on other branches of science.
Frog Dissectionhttp://www.punflay.com/ For 2.99 students can dissect a frog without harming a frog. With detailed steps and descriptions of each body part and function, along with quizzes and videos, students gain great discoveries and understanding. Other dissection apps and specific subject area apps are all available for purchase.
There are various types of instructional software which can be used to remediate, enrich, or assist with skills within the classroom. Instructional software as defined by Roblyer & Doering (2013), "is a general term for computer programs designed specifically to deliver instruction or assist with the delivery of instruction on a topic" (pg.77). Also know as computer assisted instruction (CAI), computer based instruction (CBI), or computer-based learning (CBL), instruction software were used in the past to tutor students, however, they are now more "constructively designed to support not deliver instruction" (pg. 78). The list below describes the five instructional software functions and an example which can be used in the classroom.
Drill and Practice- Drill and practice "provide exercises in which students work example items and receive feedback on their correctness" (pg. 81). www.BrainPop.com is a great site that I use for science lessons. After watching a short video on a specific topic students can complete a quiz, play a game and learn more about the topic. I use Brain Pop to introduce new lessons, review topics before a test, and as a center rotation during instructional time. Drill and practice is an excellent way to give student practice using isolated skills without using on-paper exercises.
Tutorial- Used as self-contained instruction, tutorial instructional software is "a sequence of instruction on a specific topic, similar to the teacher's instructional objective" (pg. 86). Sometimes confused with drill and practice, tutorial are categorized as linear tutorial (same instructional sequence regardless of performance differences) and branching tutorial (complexity ranges due to the needs of the student). Tutorials are self paced, provide alternate learning strategies and are helpful when teachers are not unavailable. Spelling City (http://www.spellingcity.com/) uses tutorial lessons, games, and assessments to help students improve their skills and comprehension in the areas of vocabulary, spelling and writing.
Simulation-Simulation, more often used in the field of science, is a "computerized model of a real or imagined system that is designed to teach how a system work" (pg. 90). Simulation can teach students about something (physical, interactive) or teach students how to do something (procedural, situational). Simulations make the impossible possible, gets students involved, saves money and resources and allow observation of complex processes. http://www.billsclimatelab.org/ is great sight that can be used when presenting lesson on weather. This site was a great source onclimate science games and simulations from Bill Nye the Science Guy. My students really enjoyed this!
Problem Solving- Problem solving software "focuses on fostering component skills or approaches to practice solving content area problems" (pg. 99). Mainly used in math, problem solving software promotes visualization, improves student interest and motivation and prevents inert knowledge; however, problem solving software may not provide exact meanings and ineffective due to students only playing games, without learning or the transfer of knowledge/skills). To help my ELL students with homework, http://www.webmath.com/ is an excellent site that allows students to choose from various math topics and receive self-help when they need assistance with problem solving.
Instructional Games and Integrated Learning Systems- Instructional games "designed to increase motivation by adding game rules to a learning activity" (pg. 94) are often a component of integrated learning systems which are "networked or online systems that provide computer-based instruction, along with tracking and reporting on student progress" (pg. 102). District often use ISL because of their alignment with state and national adapted standards as well as accountability, due to the fact that instructional games provide learning as well as fun due to "game rules, elements of competition or challenge and entertaining formats" (pg. 95). My students enjoy spending time on Think Through Math (www.thinkthroughmath.com). The students spend time in the computer lab twice a week to complete "pathways" (lessons based on students' ZPD- zone of proximal development). The students go through mini lessons, watch a teaching model of the skill, receive step-by-step instructional walk-through steps of the skill, play games using taught strategies and finally assessments on the lesson to determine their understanding of the skill (path). The students receive points from using the strategies when playing the games, which they use to design their aviator character, donate their points the charities or receive prizes. I find this program to be a great instructional software tool to remediate and enrich skills and motivate the students as well.
Technology is constantly changing therefore it is important that instructional software and tools, adapt and meet the needs of the students, providing them with the best learning possible.
The use of technology is very beneficial in education today, however, some educators feel as though they are essential for improving the learning process. Roblyer & Doering (2013) suggests that "developing a sound rationale for using technology in specific situations requires reviewing research findings and other evidence that technology, is indeed, helping address some of educations' most urgent need and problems"(p. 24). The following article critique takes a deeper look at one-on-one computing.
1.Provide the complete article title and
author
Found in the January 2010 edition of The Journal of
Technology, Learning, and Assessment, “Laptops and Fourth-Grade Literacy:
Assisting the Jump over the Fourth-Grade Slump” by Kurt A. Suhr, David A.
Hernandez, Douglas Grimes, and Mark Warschauer takes a look at one-on-one
computing instruction.
2.State the
intended audience. (What is empirical research and how does it help the
classroom?)
Penn
State University Librarian Ellysa Stern Cahoy(2013) explains
that“empirical research is based on observed and measured phenomena and derives
knowledge from actual experience rather than from theory or belief” (Cahoy,
2013). Empirical research allows educators to get real first hand evidence and
results for future use to adjust instruction teaching strategies and teaching
tools to meet the needs of the students in the classroom. Educators, district administrators,
parents and other stakeholders within the field of education with an interest
in ELA and literacy are the intended audience.
3.What
is/are the research question/questions or hypothesis/hypotheses?
Suhr,
Hernandez, Grimes, & Warschauer, (2010) state “The purpose of this study
was to compare longitudinal changes in ELA achievement of students
participating in a one-to-one laptop program (treatment group) with students
who did not participate in the program (control group). We asked three closely
related research questions:
1. Were there significant differences in the total ELA
score changes in the California Standards Test (CST) over the two-year period
from third grade to fifth grade between the one-to-one laptop group and the
non-laptop group, after controlling for other factors?
2. Were there significant differences in the six subtests
used to compute those total ELA scores for the same two groups?
3. Can participation in a one-to-one laptop program be
used to predict changes in ELA total and subtest scores over the two year period
from third grade to fifth grade?” (p.11).
4.Describe
the subject (participants) and the procedures (methods) used by the
researcher(s)?
Participants
in this study were third, fourth and fifth grade students at two middle schools
and two elementary schools with the ESD school district. Within the district one elementary school participated
in the laptop program, where all three fourth-grade classes
in the school were in the laptop program. At the other school, one mixed third/fourth
grade class of students in the Gifted and Talented Education (GATE) program
were participants in the laptop program (p. 12). As stated “the treatment group
for this study consisted of all 54 fourth-grade students who participated in
the one-to-one laptop program in the 2004–2005 school year (year 1), and the
same students as fifth graders in the 2005–2006 school year (year 2). The
control group consisted of 54 fourth-grade students who were placed in
non-laptop classes in ESD” (p.13).Researchers used “diverse statistical analyses of the baseline data (the
students’ CST scores from third grade) to identify factors other than the
one-to-one laptop program that might have affected test outcomes, and (b)
calculation of correlation coefficients among the five CST subtests” (p.20) as
the methodology for the study.
5.What were the conclusions of the
researchers? Do you agree or disagree with the conclusions? Support your
position.
Based
on the conclusion of the ELA tests, both the laptop group and the non-laptop group
showed growth, but, the laptop group showed a higher percentage in growth. This
difference between groups, however, was not statistically significant.
Therefore “ELA scores indicate that neither group experienced the fabled
“fourth-grade slump.” However, the non-laptop group experienced a slump in
fifth grade, while the laptop group did not. In addition, the laptop group’s
relative progress in fifth grade was greatest in two subtests closely
associated with laptop use” (pg. 28). The differences in data could be caused
by several contributing factors, therefore, I agree that integration of technology
within it is important to remember that student success and improvement does
not happen overnight.“Laptops are not
the magic bullet that will single-handedly overcome unsatisfactory ELA test
scores (pg. 39). Educators must use
various teaching methods, strategies and other tools along with the use of
technology, based on the needs of the students to increase student learning and
success. Just as Roblyer & Doering (2013) imply “when these contributions
are combined, technology seems to make the greatest difference (pg. 25).
6.What suggestions for further research do
the authors suggest? What other suggestions for future research would you
suggest.
Suhr,
Hernandez, Grimes, & Warschauer, (2010) state “Further research, with
larger sample sizes, more diverse student demographics, longitudinal
evaluation, a wider array of outcome measures (including those taken on both
paper and computer and those involving both standardized tests and alternative
forms of assessment), and, where possible, random assignment, will help us
continue to shed light on the effects of laptop use on literacy and learning”
(pg. 41). Agreeing with Roblyer & Doering (2013) other suggestions are “effective
practice skills, self-paced learning tools, and engagement through real world experiences”
(pg. 26).
Cahoy, E. S.. (May 29, 2013). Empirical Research. In Penn State University Libraries. Retrieved June 18, 2013, from http://www.libraries.psu.edu/psul/researchguides/edupsych/empirical.html
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology
into teaching 6th edition. Columbus, Ohio: Merrill Prentice Hall.
Suhr, Hernandez, Grimes, & Warschauer, (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump. The Journal of Technology, Learning, and Assessment, 9(5), 1-46.
