Fernandez, J. (2015, September 10). The Key to Innovation in Educational Technology. Retrieved
July 12, 2017, from https://elearningindustry.com/key-innovation-educational-technology
SUMMARY
The author prefaces the article by saying that a lot of ed-tech companies today are hailed as creating something amazing and "innovative", when in reality it is just something different than the traditional methods that people are used to, and we get sucked in by all of the glamour. Because people are so quick to get on board with something and willing to purchase it without knowing how it really works, these companies are focusing on what can truly be innovative in education. The author says that education has no obvious indicator of success or failure, which is why it is so difficult to innovate edtech. People learn in different ways, to different degrees, and for different purposes. He provides 5 key "steps" that companies should follow in order to make sure they are really innovating with a purpose.
1. Find out what you can do (what outcomes to do want)
2. Be open to a pivot (be flexible)
3. Pay attention to results
4. Ignore usage as a success metric (just because people are using it, doesn't mean it works)
5. Make sure your people are using it (practice what you preach!)
REACTION
I never really thought about the fact that some education companies are out there just to make money - even if it means selling a cruddy education tool to thousands of schools! The ed-tech field is growing so rapidly that I can see why companies want to rush and beat others at getting products out there - but I agree with this author that they really need to take their time and think about what purpose they serve and what results they are trying to achieve.
Wednesday, July 12, 2017
Tuesday, July 11, 2017
EDU6250 Journal # 2 of 3
Plair, S. K. (2008). Revamping Professional Development for Technology Integration and Fluency. Clearing House, 82(2), 70-74.
Summary/Recommendations
The purpose of this article is for the author to share ways to revamp technology-related professional development to include knowledge brokers skilled in educational technology and pedagogy, in order for teachers to feel more confident in their abilities.The very beginning of this article shares the insight from a veteran teacher, who shares that she is nervous to bring technology in her classroom because she doesn't want something to go wrong or not know how to fix a problem. She mentions that with technology her learning style has changed, and she would prefer to have someone sit with her 1:1 to go over how tools to use in the classroom.
The author shares that there are 4 types of technology related professional development currently being done. Ranked by skill level lowest to highest, those types are:
1. Awareness: Short-duration sessions with news of an innovative practice
2. How-to: Short-duration sessions or series of sessions learning software applications
3. Seminars/Workshops: Longer-duration sessions such as Intel Teach to the Future, eMints training, or university programs
4. On-going support: District help-desk staff, online support resources, intermittent, limited follow-up on site
Number 4 is the most important, but the least prevalent in schools. The author states that Technology is the new literacy, and coaches or specialists should be in place to support teachers and students in all subject areas.
Reflection
I personally feel very lucky to feel as comfortable as I do with technology, and can act as somewhat of a "specialist" to my co-workers! I totally agree with what this author is saying about professional development. As teaching is changing, so should the way we should grow and develop in the field. Teachers are not going to integrate technology successfully if they do not feel comfortable or confident using it - which is why we need people in our buildings to support us and meaningful PD throughout the year!
Summary/Recommendations
The purpose of this article is for the author to share ways to revamp technology-related professional development to include knowledge brokers skilled in educational technology and pedagogy, in order for teachers to feel more confident in their abilities.The very beginning of this article shares the insight from a veteran teacher, who shares that she is nervous to bring technology in her classroom because she doesn't want something to go wrong or not know how to fix a problem. She mentions that with technology her learning style has changed, and she would prefer to have someone sit with her 1:1 to go over how tools to use in the classroom.
The author shares that there are 4 types of technology related professional development currently being done. Ranked by skill level lowest to highest, those types are:
1. Awareness: Short-duration sessions with news of an innovative practice
2. How-to: Short-duration sessions or series of sessions learning software applications
3. Seminars/Workshops: Longer-duration sessions such as Intel Teach to the Future, eMints training, or university programs
4. On-going support: District help-desk staff, online support resources, intermittent, limited follow-up on site
Number 4 is the most important, but the least prevalent in schools. The author states that Technology is the new literacy, and coaches or specialists should be in place to support teachers and students in all subject areas.
Reflection
I personally feel very lucky to feel as comfortable as I do with technology, and can act as somewhat of a "specialist" to my co-workers! I totally agree with what this author is saying about professional development. As teaching is changing, so should the way we should grow and develop in the field. Teachers are not going to integrate technology successfully if they do not feel comfortable or confident using it - which is why we need people in our buildings to support us and meaningful PD throughout the year!
Monday, July 10, 2017
EDU6250 Journal #1 of 3
Schaffhauser, D. (2017). 5 Ed Tech Trends on the Way Out in 2017. T H E Journal, 44(2), 14-17.
SUMMARY/RECOMMENDATIONS
This article first and foremost points out the fact that every year ed-tech is either standing still, or completely crazy - and 2017 is no exception. The authors state that there are 5 topics that are not as "hot" as they once were. The trends that are supposedly on their way out are:
2- Common Core:The main problem the author has with Common Core is just that - the name "Common Core". Basically there has just been so much drama politically in regards to these standards, that even just changing the name could make all the difference in student learning! The standards themselves are necessarily the problem.
3- Flipped learning: The author mentions that there is contradictory research out there about the effect of a "flipped classroom". Most teachers flip SOME lessons here or there, but it's not necessarily a hot topic or necessity. Of course, the author also mentions the problem of equity - what if some students don't have access?
4- Homework & Grading The author states that there isn't really much research currently on traditional homework, and that now it is getting even more complicated and a concern for parents. Students have access to more resources, so should they have more homework? If we are having flipped classrooms, will they have homework at home (learning) AND then more work at school (applying)? Are we grading them on their abilities to utilize technology? All questions that need to be considered!
5- Tablets: The use of tablets in schools supposedly is "no longer exciting". Another problem, is that people automatically think of an expensive $600 I-Pad when they hear the word tablet, and get turned off from the idea of having them. People need to realize that there are other tablets that do just as much for a fraction of that price. Devices like Chromebooks are on the rise, and tablets are on the decline while not obsolete.
After reading this, I had to remind myself that just because someone wrote about it, doesn't make it true! There are still plenty of schools out there who haven't really had the opportunity to utilize these "trends" and can still benefit from them! I agree that cell phones can be a great tool in the classroom, BUT I am also super annoyed of my students who are trying to snapchat or text friends in the middle of a class presentation. There has to be a happy medium and a great set of rules in place in regards to cell phone usage - which is hard to do district and school wide. Standards are the basis of which we teach, however I agree with the fact that "Common Core" has A LOT of negative connotations with it. I do agree that the way we give out homework/grade is changing, which should be because we are changing the way we are teaching and how students are learning - it just makes sense that it would all change together! Trends and "hot topics" are always going to be changing, we just need to find what works best for our students!
SUMMARY/RECOMMENDATIONS
This article first and foremost points out the fact that every year ed-tech is either standing still, or completely crazy - and 2017 is no exception. The authors state that there are 5 topics that are not as "hot" as they once were. The trends that are supposedly on their way out are:
1- Bans on cell phones: The author touches on the fact that students have SO much information at their finger tips, why would we take their cell phones away? Instead of buying a $100 graphing calculator, students can use the free desmos.com app on their phones.
3- Flipped learning: The author mentions that there is contradictory research out there about the effect of a "flipped classroom". Most teachers flip SOME lessons here or there, but it's not necessarily a hot topic or necessity. Of course, the author also mentions the problem of equity - what if some students don't have access?
4- Homework & Grading The author states that there isn't really much research currently on traditional homework, and that now it is getting even more complicated and a concern for parents. Students have access to more resources, so should they have more homework? If we are having flipped classrooms, will they have homework at home (learning) AND then more work at school (applying)? Are we grading them on their abilities to utilize technology? All questions that need to be considered!
5- Tablets: The use of tablets in schools supposedly is "no longer exciting". Another problem, is that people automatically think of an expensive $600 I-Pad when they hear the word tablet, and get turned off from the idea of having them. People need to realize that there are other tablets that do just as much for a fraction of that price. Devices like Chromebooks are on the rise, and tablets are on the decline while not obsolete.
t
The
REACTIONAfter reading this, I had to remind myself that just because someone wrote about it, doesn't make it true! There are still plenty of schools out there who haven't really had the opportunity to utilize these "trends" and can still benefit from them! I agree that cell phones can be a great tool in the classroom, BUT I am also super annoyed of my students who are trying to snapchat or text friends in the middle of a class presentation. There has to be a happy medium and a great set of rules in place in regards to cell phone usage - which is hard to do district and school wide. Standards are the basis of which we teach, however I agree with the fact that "Common Core" has A LOT of negative connotations with it. I do agree that the way we give out homework/grade is changing, which should be because we are changing the way we are teaching and how students are learning - it just makes sense that it would all change together! Trends and "hot topics" are always going to be changing, we just need to find what works best for our students!
Wednesday, June 21, 2017
EDU6215 Journal #3
Fink, R. (2017). Rap and Technology Teach the Art of Argument. Learning Disabilities -- A Contemporary Journal, 15(1), 39-53.
SUMMARY
The main focus of this article was how the utilization of rap songs and technology in ELA can help assist students who have learning disabilities with their understanding of effective argument writing. I am going to focus more on the technology piece.
While there is a big focus on literary analysis writing in high school English, it has become apparent with common core standards and state testing that it is actually more important for students to be able to write clear and convincing argumentative essays that include credible evidence. This article touches on the fact that it is difficult for students to grasps the different steps of argumentation (1 . Identify the author’s perspective. 2 . Identify the author’s claims. 3 . Identify the evidence. 4 . Identify the closing argument). It is hard for ANY student to be able to identify someone else's perspective and prove it with evidence, let alone for a student with a learning disability to do so. This research shows that using digital/multi-model argument projects in the classroom will better help students understand how to WRITE argumentative essays. The article states that a multimodal argument is "the presentation of a thesis with a clear point of view—utilizing various modes, such as expository writing, poetry, song, rap, movement, dance, images, and video. As with traditionally written expository arguments, multimodal arguments are presented and supported by logical, clearly presented details and evidence. The main difference is that multimodal arguments include digital evidence". By having students analyze and create arguments through technology, they will be more engaged throughout the learning process, and will then remember the steps when writing an essay.
REACTION
During this year's SAT I sat with a group of students who each had a learning disability, and therefore had extended time on the test. Throughout the first testing day, you wouldn't have been able to tell that any of the students had a disability. They stayed on pace, followed directions, and bubbled in their answers as they went along. On the second day (writing) however, I couldn't help but feel sorry for these poor students. They opened the essay prompt, and sat there with glazed over eyes and had utterly confused looks on their faces. Students were so used to writing their opinion on topics, and had no idea how to take someone else's opinions and evidence to prove a topic. I think that both the rap idea and multi-modal project ideas would really assist some of the students in my class.
SUMMARY
The main focus of this article was how the utilization of rap songs and technology in ELA can help assist students who have learning disabilities with their understanding of effective argument writing. I am going to focus more on the technology piece.
tT
RECOMMENDATIONSWhile there is a big focus on literary analysis writing in high school English, it has become apparent with common core standards and state testing that it is actually more important for students to be able to write clear and convincing argumentative essays that include credible evidence. This article touches on the fact that it is difficult for students to grasps the different steps of argumentation (1 . Identify the author’s perspective. 2 . Identify the author’s claims. 3 . Identify the evidence. 4 . Identify the closing argument). It is hard for ANY student to be able to identify someone else's perspective and prove it with evidence, let alone for a student with a learning disability to do so. This research shows that using digital/multi-model argument projects in the classroom will better help students understand how to WRITE argumentative essays. The article states that a multimodal argument is "the presentation of a thesis with a clear point of view—utilizing various modes, such as expository writing, poetry, song, rap, movement, dance, images, and video. As with traditionally written expository arguments, multimodal arguments are presented and supported by logical, clearly presented details and evidence. The main difference is that multimodal arguments include digital evidence". By having students analyze and create arguments through technology, they will be more engaged throughout the learning process, and will then remember the steps when writing an essay.
REACTION
During this year's SAT I sat with a group of students who each had a learning disability, and therefore had extended time on the test. Throughout the first testing day, you wouldn't have been able to tell that any of the students had a disability. They stayed on pace, followed directions, and bubbled in their answers as they went along. On the second day (writing) however, I couldn't help but feel sorry for these poor students. They opened the essay prompt, and sat there with glazed over eyes and had utterly confused looks on their faces. Students were so used to writing their opinion on topics, and had no idea how to take someone else's opinions and evidence to prove a topic. I think that both the rap idea and multi-modal project ideas would really assist some of the students in my class.
D
Tuesday, June 20, 2017
EDU6215 Journal #2
Zoukis, C. (2016, September 28). Technology Boosts Prison Education. Retrieved June 20, 2017, from http://www.prisoneducation.com/prison-education-news//technology-boosts-prison-education
Summary
The author of this article is actually a prisoner himself, and acts as a prisoner education advocate. He has published multiple non-fiction works about his experience in prison, and is currently working towards earning his bachelor degree. This article touches on the pros and logistics of using technology in prison education today.
Recommendations & My Reaction
One of the biggest reasons why people are such big proponents of educational technology, is that it focuses on individualized learning. Technology has allowed for students to be in control of how they learn and at what pace. This article states that this is also the case for educational technology in prisons and that "This is especially important within the prison system where resources are limited, and where there are a wide variety of people with very different backgrounds and education levels". This made so much sense to me after reading it - prisons probably have the most diversity in economic/educational status between prisoners, so how could they have 1 size fits all courses - they would be set up for failure from the start! I thought about how much this would cost, but the author shares that the devices/services purchased can be circulated between prisoners and can replace the need for multiple staff members. The author also shares that "The use of new technology also has the potential for more content creation by each institution, and can be used for vocational training, rehabilitation, careers skills, and mental health services". Something else that I found interesting, was that prisoners would be able to "play" educational games or lessons, and would be able to unlock a song they could listen to after achieving a certain score. This would be more rewarding for prisoners to want to further their education and better themselves. After reading this article, it makes so much sense to utilize educational technology in prisons. There are definitely people skeptical about the fact that prisoners will have access to these devices/technologies, but the author ensured readers that there are specific systems that make sure they are secure and unable to be hacked. overall, I think that educational technology being used in prison is a great idea!
Summary
The author of this article is actually a prisoner himself, and acts as a prisoner education advocate. He has published multiple non-fiction works about his experience in prison, and is currently working towards earning his bachelor degree. This article touches on the pros and logistics of using technology in prison education today.
Recommendations & My Reaction
One of the biggest reasons why people are such big proponents of educational technology, is that it focuses on individualized learning. Technology has allowed for students to be in control of how they learn and at what pace. This article states that this is also the case for educational technology in prisons and that "This is especially important within the prison system where resources are limited, and where there are a wide variety of people with very different backgrounds and education levels". This made so much sense to me after reading it - prisons probably have the most diversity in economic/educational status between prisoners, so how could they have 1 size fits all courses - they would be set up for failure from the start! I thought about how much this would cost, but the author shares that the devices/services purchased can be circulated between prisoners and can replace the need for multiple staff members. The author also shares that "The use of new technology also has the potential for more content creation by each institution, and can be used for vocational training, rehabilitation, careers skills, and mental health services". Something else that I found interesting, was that prisoners would be able to "play" educational games or lessons, and would be able to unlock a song they could listen to after achieving a certain score. This would be more rewarding for prisoners to want to further their education and better themselves. After reading this article, it makes so much sense to utilize educational technology in prisons. There are definitely people skeptical about the fact that prisoners will have access to these devices/technologies, but the author ensured readers that there are specific systems that make sure they are secure and unable to be hacked. overall, I think that educational technology being used in prison is a great idea!
Podcast
Please enjoy listening to the soothing sounds of my voice,
reading the first paragraph of Of Mice and Men" by John Steinbeck.
Audio recording and upload >>
Reflection on Open Resources
There are many ways that Open Resources can cause change in schools, both positive and negative.
Being "open" and having a variety of openly licensed resources, definitely increases educational equity, allowing more students to have access to the same information that they otherwise would not have. Using technology and the internet versus textbooks insures that information is going to be more updated - for example, some schools still have Geography books that have countries included on maps that don't even exist anymore! For History/Government classes, there are constantly things happening in the world around us that students should be having discussions about in school that won't be included in traditional old textbooks, but can be found on the internet. I really like that these open resources will allow for teachers AND students to be more creative and have access to things that wouldn't have before. There are some negatives about this idea as well. The Office of Educational Technology's website says that "Switching to educational materials that are openly licensed enables schools to repurpose funding spent on static textbooks for other pressing needs, such as investing in the transition to digital learning. In some districts, replacing just one textbook has made tens of thousands of dollars available for other purposes." This is something that I struggle with because I do not believe that this statement is true for a LOT of schools. There is obviously going to be a large upfront cost of purchasing 1:1 devices for students, and some schools don't have textbooks or money for them in the first place to be allocated towards technology. I also worry that teachers are eventually going to rely too heavily on the internet and the open resources that it provides.
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