Instructional Technology

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 on climate 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.

Reference
Roblyer, M.D. & Doering, A.H. (2013). Integrating educational technology into teaching 6th edition.  Columbus, Ohio: Merrill Prentice Hall.
 

“@howellwright: Instructional Software Should Be Exercise, Not Physical Therapy http://t.co/PmDWhajr0B” #ED5059413UWA
— ✏ReGina LaTrese (@ginalatrese) June 26, 2013

Article Critique: One-on-One Computing

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).  

More information regarding one-on-one computing

http://www.susd12.org/node/4504

http://www.districtadministration.com/article/one-one-computing-has-failed-our-expectations

 

One-on-One Computing:Effective or non-effective? Read http://t.co/mlN92vn3Vl and http://t.co/LbcYqXKu4c for more information #ED5059413UWA
— ✏ReGina LaTrese (@ginalatrese) June 19, 2013

References:

 

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. 

Digital Citizenship

According to Roblyer & Doering, (2013) "one reason that teaching today is so challenging is that it occurs in an environment that mirrors- and sometimes magnifies-some of society's most profound and problematic issues" (p. 12). The use of digital technology poses issues in four areas: "societal, educational, cultural/equality and legal/ethical" (p.12)

Social issues such as  quality of life concerns (use of radio frequency identification RFID),  problems  due to use of malware, spyware, viruses and spam and the risk of online social networking on computers are shaping the climate for educational useRoblyer & Doering (2013) suggests that "schools make teachers and students aware of these concerns so all may use technologies in ways that limit possible negative impact" (p.13).

Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. (Ribble, 2013).

More information on Digital Citizenship www.digitalcitizenship.net.

Check out my prezi presentation on social issues regarding Digital Citizenship:

 

STOP CYBERBULLYING!!!

STOP the Cyber Bullying! FIGHT the Virus: youtu.be/vmQ8nM7b6XQ via @youtube#pinkshirtday #ED5059413UWA

— ✏ReGina LaTrese (@ginalatrese) June 12, 2013

 

 

References:

 

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching 6th edition.  Columbus, Ohio: Merrill Prentice Hall.

Ribble, Mike. (2013). Digital Citizenship. In http://www.digitalcitizenship.net/. Retrieved June 11. 2013, from http://www.digitalcitizenship.net/.

Favorite Technology: Promethean Board and Mobi Interactive White Board

As a math and science teacher, I love to use technology when presenting lessons, especially the Promethean board and Mobi. The Promethean board is an interactive whiteboard, while the Mobi is an mobile interactive whiteboard, which allows the teacher and/or students mobility and flexibility to deliver engaging lessons from anywhere in the room. The use Promethean Board allows the students to see visual representations of the subject matter. Along with the Mobi, the Promethean Board allows students to interactively participate in the lesson, which allows learning to be more engaging and meaningful.

The use of technology in the classroom can be very beneficial to both teachers and students. When planned and presented properly, students are more engaged in lessons and learning when technology is used.  The use of technology will never replace traditional teaching, but as Roblyer and Doering  suggest “long used and well-validated teacher-directed uses of technology have been shown to be effective for addressing content standards” (17).

I often use Promethean Planet (www.prometheanplanet.com) to enhance math and science lessons. Promethean Planet has over 60,000 free teaching resources, lesson plans and worksheets and free interactive whiteboard resources. Follow Promethean Planet on Twitter @planet_tweets.

More information on Promethean Boards:
http://www.prometheanworld.com/us/english/education/products/interactive-whiteboard-systems/

More information on Mobi Interactive Whiteboards: http://www.einstruction.com/products/mobile-interactive-whiteboards/mobi-mobile-interactive-whiteboard ‏

Below is a video of explaining the basic features of a promethean board:

 

 

This video demonstrates how to  the basic setup/installation of a Mobi:

 

Reference

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching 6th edition. Columbus, Ohio: Merrill Prentice Hall.

Graphics courtesy of http://www.einstruction.com and http://education.fcps.org/trt/promethean