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.
Monday, June 19, 2017
EDU6215 Journal #1
Drabkin, R. (2017, May 23). Meet Caliper, the Data Standard That May Help us (Finally) Measure Edtech Efficacy. Retrieved from Edsurge.com.
Summary
IMS Global Learning Consotrium is a non-profit member collaborative inventing the future of educational and learning technology. At an annual conference made up of 500+ educational technologists, there was a very well attended session that covered a new IMS Caliper analytics standard that may help us better measure Edtech Efficacy. The article covers information on this new standard and its implications.
Recommendations
Reaction
First of all, I had to Google what "IMS" meant (Instructional Management System), before I could fully grasp what the article was about. The Educational Technology area can become very overwhelming. Every day, everywhere you look, someone has created a new technology resource that can be utilized in school. How much time are we supposed to spend trialing each one? How do we know if it is actually working/producing legitimate results from our students? It was really interesting for me to finally to start thinking about the big picture aspects of education technology.
Summary
IMS Global Learning Consotrium is a non-profit member collaborative inventing the future of educational and learning technology. At an annual conference made up of 500+ educational technologists, there was a very well attended session that covered a new IMS Caliper analytics standard that may help us better measure Edtech Efficacy. The article covers information on this new standard and its implications.
Recommendations
- Caliper enables a deeper level of data sharing
- Because there are so many different types of technology tools, it has been almost impossible to have 1 standard way of sharing data among them. Edtech companies can sign up to use Caliper which offers improved data architecture and ease of use. When a student is using a certain tool, Caliper can collect and share data on students' answers to quizzes, responses on worksheets, views of videos and even the number of clicks on interactive resources - it can even capture the exact start and stop time of each of those activities. Caliper can help teachers see which tools are more engaging for students.
- Other potential uses of Caliper
- Data sharing through Caliper would allow ANY provider to communicate to users which resources are most engaging, or whose usage correlates to improvements in learning outcomes. This would save teachers/districts a LOT of time trying to find the most useful tool for their students.
- What Caliper needs to work
- Like anything else today, Caliper can really only grow and be effective if it is being bought/utilized by companies and schools. The more people that use Caliper, the more data is captured to help understand the power of the many different educational resources.
Reaction
First of all, I had to Google what "IMS" meant (Instructional Management System), before I could fully grasp what the article was about. The Educational Technology area can become very overwhelming. Every day, everywhere you look, someone has created a new technology resource that can be utilized in school. How much time are we supposed to spend trialing each one? How do we know if it is actually working/producing legitimate results from our students? It was really interesting for me to finally to start thinking about the big picture aspects of education technology.
Screencast
Here is a Screencast reminding you how to find articles/journals through Aurora Universities library!
Monday, April 17, 2017
Journal Reading #3
Herold, B. (2016). Teaching Shakespeare the 21st Century Way. Education Week, 36(12), 17-20.
SUMMARY
The focus of this article was on how modern digital technology can be used to teach classic Shakespearean Literature. The author includes benefits and limitations of using digital tools with students to learn and dissect works that were published over 500 years ago.
RECOMMENDATIONS
Make technology work FOR you not AGAINST you! - The author acknowledges the fact that classrooms have been flooded with computers/tablets/software/platforms etc. over the past decade, and how overall the tools have more so been used administratively and not necessarily to create new, more powerful learning experiences. Many students AND teachers to this day prefer to read print versus digital books.In order to make technology work FOR you in an English/Reading setting while maintaining the integrity of the originally print, utilize tools such as Social Media, YouTube, Digital reading platforms etc. in order to help make the old texts come alive!
Going Digital for Discussions - Shakespearean literature is very complex in structure, language etc. and can be very nerve wrecking to students when we are asking them to paraphrase and analyze in class. By using online discussion forums such as Edmodo during these units, even the shyest and unsure of students will feel more comfortable to participate anonymously and discuss virtually.
It's OKAY to use PAPER! - There is something to be said about "old school" pen & paper these days. Students are able to easily annotate, decode, and paraphrase while they are reading. One of the teachers in the article had her students write in a notebook each day, where they were able to write about their thoughts on Macbeth, and write their own versions of the story. While this can also be done typed, she felt that students had a better connection when they had their own hadwritten notes and pictures in the margins of their notebook. Some of the students in the class stated that they have grown up with paperback books, and like the feel of writing in the margins, highlighting important passages, and putting different colored post-its on each page. While everyone had their own preferences, the classroom teacher stated that as long as we have technology, Shakespeare will forever remain "young".
REFLECTION
This article was very close to home because we are currently reading Romeo and Juliet in my co-taught freshman English class. The language is very confusing for anyone, but imagine having a learning disability ON TOP of reading something that difficult! I have used YouTube audio & ITunes University with my students, and encouraged them to listen and follow allowed while reading. It is difficult for my students to decode words, and then try to understand what those words mean. If they can HEAR the words being said through the audio, it is a little bit easier for them to comprehend the content. I personally like the feel of paperback books, and writing all over the margins with my notes, and it was nice to hear I am not the only one! We have so much pressure on us as teachers to utilize technology in the classroom, but this article made me feel like it is still okay to love and teach classic paper books!
SUMMARY
The focus of this article was on how modern digital technology can be used to teach classic Shakespearean Literature. The author includes benefits and limitations of using digital tools with students to learn and dissect works that were published over 500 years ago.
RECOMMENDATIONS
Make technology work FOR you not AGAINST you! - The author acknowledges the fact that classrooms have been flooded with computers/tablets/software/platforms etc. over the past decade, and how overall the tools have more so been used administratively and not necessarily to create new, more powerful learning experiences. Many students AND teachers to this day prefer to read print versus digital books.In order to make technology work FOR you in an English/Reading setting while maintaining the integrity of the originally print, utilize tools such as Social Media, YouTube, Digital reading platforms etc. in order to help make the old texts come alive!
Going Digital for Discussions - Shakespearean literature is very complex in structure, language etc. and can be very nerve wrecking to students when we are asking them to paraphrase and analyze in class. By using online discussion forums such as Edmodo during these units, even the shyest and unsure of students will feel more comfortable to participate anonymously and discuss virtually.
It's OKAY to use PAPER! - There is something to be said about "old school" pen & paper these days. Students are able to easily annotate, decode, and paraphrase while they are reading. One of the teachers in the article had her students write in a notebook each day, where they were able to write about their thoughts on Macbeth, and write their own versions of the story. While this can also be done typed, she felt that students had a better connection when they had their own hadwritten notes and pictures in the margins of their notebook. Some of the students in the class stated that they have grown up with paperback books, and like the feel of writing in the margins, highlighting important passages, and putting different colored post-its on each page. While everyone had their own preferences, the classroom teacher stated that as long as we have technology, Shakespeare will forever remain "young".
It
This article was very close to home because we are currently reading Romeo and Juliet in my co-taught freshman English class. The language is very confusing for anyone, but imagine having a learning disability ON TOP of reading something that difficult! I have used YouTube audio & ITunes University with my students, and encouraged them to listen and follow allowed while reading. It is difficult for my students to decode words, and then try to understand what those words mean. If they can HEAR the words being said through the audio, it is a little bit easier for them to comprehend the content. I personally like the feel of paperback books, and writing all over the margins with my notes, and it was nice to hear I am not the only one! We have so much pressure on us as teachers to utilize technology in the classroom, but this article made me feel like it is still okay to love and teach classic paper books!
Monday, April 3, 2017
David Pogue Ted Talk
My Favorite Time Saving "Tech - nique"
I think that my favorite tech-nique that I learned from David Poque's Ted Talk was about how to make texting sentences quicker than ever! David said that "when you're typing on your Blackberry, Android, iPhone, don't bother switching layouts to the punctuation layout to hit the period and then a space, then try to capitalize the next letter. Just hit the space bar twice. The phone puts the period, the space, and the capital for you. Go space, space. It is totally amazing." Of course I had to immediately get my phone to understand what he was talking about, and of course it worked! I've already shared this short-cut with two people in the 5 minutes that I have watched the video. If only everyone knew this technique, they might text with complete sentences =]
I think that my favorite tech-nique that I learned from David Poque's Ted Talk was about how to make texting sentences quicker than ever! David said that "when you're typing on your Blackberry, Android, iPhone, don't bother switching layouts to the punctuation layout to hit the period and then a space, then try to capitalize the next letter. Just hit the space bar twice. The phone puts the period, the space, and the capital for you. Go space, space. It is totally amazing." Of course I had to immediately get my phone to understand what he was talking about, and of course it worked! I've already shared this short-cut with two people in the 5 minutes that I have watched the video. If only everyone knew this technique, they might text with complete sentences =]
My Most Important Gear
Gear: Use of Space and Time
This part of the framework states that "Personalized learning requires changes in the way instructional time is used and the learning space is designed. Many schools are shifting away from Carnegie units to competency-based learning. This type of system adapts learning to meet the needs, pace, interests, and preferences of the learner. As the pedagogy shifts, so too must the learning space" (Alliance for Excellent Education 2015).
This gear really stood out to me the most because as a Special Education teacher, I am constantly trying to discover ways to individualize and meet the needs of the varying types of learners in my class. In the past we have always had to include special accommodations and modifications in student's IEPs in order to provide them with things such as extended time, use of computer/special writing tools, modified assignments etc. that can sometimes make the student feel different than their peers or that stigma of having to do their assignments in another way. With THIS specific gear, it ensures that ALL students in a classroom have access to take control of their learning environment AND experience to best show their skills and meet their needs. I think that this class we are currently in is a great model of how education can be flexible and take time anytime and anywhere =]
Journal Reading #2
Radesky, J. S., Eisenberg, S., Kistin, C. J., Gross, J., Block, G., Zuckerman, B., & Silverstein, M. (2016). Overstimulated Consumers or Next-Generation Learners? Parent Tensions About Child Mobile Technology Use. Annals Of Family Medicine, 14(6), 503-508. doi:10.1370/afm.1976
SUMMARY
The purpose of this research study was to discover the impact that mobile technology has on families; particularly those families that had children using the mobile devices. After conducting interviews and surveys on a variety of participants, the authors were able to determine 3 main "tensions" that are created in the home because of the children using mobile devices.
The first tension caused is parents worrying about the effects of the mobile technology on their child. Parents in the study expressed that they wanted their young child to be introduced to technology that may be used in their future education; however they worried that introducing the technology so young could be causing an early addiction to the devices, lower creativity and social skills etc.
The second tension caused is parents worrying about their perceived loss of control. A couple of parents stated that they felt lost when it came to how to utilize the types of technology that their children are using, and are therefore unable to help them learn. Other parents felt at a loss because they aren't always 100% sure if their child is on safe websites/applications.
The third tension caused is family stress. Some families reported that their child using mobile devices resulted in less family time together, however also noted how helpful the devices can be to keep children occupied (during church, at a siblings recital etc.). There was also a concern from parents of lower economic status that it was a struggle for them to even provide one mobile device in the family, and felt like they were letting their child down if they couldn't provide one for them.
RECOMMENDATIONS
After looking at each of the tensions and their different perspectives, the authors were able to determine new aspects of and questions to be considering when discussing mobile technology use with young children. To alleviate parent concerns on the effects of mobile technology on their children, researchers are encouraging parents to speak with their child's clinician and discuss misconceptions of the technologies and be provided with healthy ways to use technology with their young child, and how to also include real life, hands-on experiences. Researchers noted that there was a digital divide between parents of low-income communities versus parents of higher-income communities. For each group, researchers suggested that parents empower themselves with good online resources to help assist them with creating perimeters on their child's mobile technology use. Finally in regards to family stress, researchers realized the importance of how mobile technology can be used in maintaining a peaceful household, but suggested seeking out other ways to get the same results (ex. a physical game instead of the mobile phone to keep a child occupied).
REFLECTION
Even before reading this article, I was very aware of the fact that mobile technologies are having an impact on children of all ages, and their families. You can go to any restaurant today; see a family out for dinner, and see all of the children on some type of device, totally disengaged from the rest of the family and what is happening around them. I realize that parents sometimes just want to give their children something to be occupied with so that they don't want to deal with the child, but I have always grown up to value dinner time as family time. What happened to coloring on the children's menu and playing tic-tac-toe with your sibling or parent while you wait for the food to come? After reading the article, it really hit me how there might be a certain generation of parents that aren't very familiar with the technology and are learning as their children learn. I like how the article kept referring to having parents speak with their child's clinician to see how the mobile technologies can impact their social and emotional growth. If I took one thing away from this article, it is that parents need to be provided with or seek out information on the positive ways to utilize technology with their children.
SUMMARY
The purpose of this research study was to discover the impact that mobile technology has on families; particularly those families that had children using the mobile devices. After conducting interviews and surveys on a variety of participants, the authors were able to determine 3 main "tensions" that are created in the home because of the children using mobile devices.
The first tension caused is parents worrying about the effects of the mobile technology on their child. Parents in the study expressed that they wanted their young child to be introduced to technology that may be used in their future education; however they worried that introducing the technology so young could be causing an early addiction to the devices, lower creativity and social skills etc.
The second tension caused is parents worrying about their perceived loss of control. A couple of parents stated that they felt lost when it came to how to utilize the types of technology that their children are using, and are therefore unable to help them learn. Other parents felt at a loss because they aren't always 100% sure if their child is on safe websites/applications.
The third tension caused is family stress. Some families reported that their child using mobile devices resulted in less family time together, however also noted how helpful the devices can be to keep children occupied (during church, at a siblings recital etc.). There was also a concern from parents of lower economic status that it was a struggle for them to even provide one mobile device in the family, and felt like they were letting their child down if they couldn't provide one for them.
RECOMMENDATIONS
After looking at each of the tensions and their different perspectives, the authors were able to determine new aspects of and questions to be considering when discussing mobile technology use with young children. To alleviate parent concerns on the effects of mobile technology on their children, researchers are encouraging parents to speak with their child's clinician and discuss misconceptions of the technologies and be provided with healthy ways to use technology with their young child, and how to also include real life, hands-on experiences. Researchers noted that there was a digital divide between parents of low-income communities versus parents of higher-income communities. For each group, researchers suggested that parents empower themselves with good online resources to help assist them with creating perimeters on their child's mobile technology use. Finally in regards to family stress, researchers realized the importance of how mobile technology can be used in maintaining a peaceful household, but suggested seeking out other ways to get the same results (ex. a physical game instead of the mobile phone to keep a child occupied).
REFLECTION
Even before reading this article, I was very aware of the fact that mobile technologies are having an impact on children of all ages, and their families. You can go to any restaurant today; see a family out for dinner, and see all of the children on some type of device, totally disengaged from the rest of the family and what is happening around them. I realize that parents sometimes just want to give their children something to be occupied with so that they don't want to deal with the child, but I have always grown up to value dinner time as family time. What happened to coloring on the children's menu and playing tic-tac-toe with your sibling or parent while you wait for the food to come? After reading the article, it really hit me how there might be a certain generation of parents that aren't very familiar with the technology and are learning as their children learn. I like how the article kept referring to having parents speak with their child's clinician to see how the mobile technologies can impact their social and emotional growth. If I took one thing away from this article, it is that parents need to be provided with or seek out information on the positive ways to utilize technology with their children.
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Monday, March 13, 2017
Journal Reading #1
ZIELEZINSKI, M. B. (2016). What Research Tells Us About... Using Technology to Support Underserved Students. Education Digest, 82(3), 30-34.
SUMMARY
The main point that this author was trying to make is that simply having access to technology is NOT enough for all students to be successful. She touches on the fact that while our national graduation rate is increasing, there are "unacceptably low levels of minority, low-income, English Language Learners, and Special Education students graduating from high school" (Ed.gov). She talks about how hardware cannot close that gap, especially when some low-income neighborhoods either don't have access, or don't use it correctly. When doing some research with colleagues, they discovered that there were different ways students were using computers. One way was for remediation, where mostly low-income students were just using the computers for "drill-and-practice". On the other hand, they discovered that students who were white or high income were using the computers for higher-level thinking activities and "authentic applications". Unless something is changed with how those underserved students interact with edtech, there will continue to be that gap between success.
RECOMMENDATIONS
To prevent the undeserved students from using educational technology for just "skill-and-drill", the author gave tips on how to better meaningfully engage those students. Stop using technology only for remediation, let students create original digital content, pick digital tools that promote interactivity and discovery, let students share their expertise with an authentic audience, and finally, find the right blend of teacher and technology.
I personally have been fortunate enough to both attend and teach in a district that is very forward moving and privileged when it comes to technology and resources. I have always had at least intermediate computer skills because of my education, which has allowed me to be where I am today and utilize those skills in my field. I am fully aware that there are so many schools out there who do not have as much or any access to the technologies that can be beneficial for so many students. I myself am guilty of having students use technology for remediation/skill building purposes, which I never realized before can cause the students to have negative feelings towards technology. Finally, The article mentions testing out different edtech tools BEFORE using them with students, so that we can fully engage the students in the program and show them how meaningful it really is, rather than just figuring it out as you go.
SUMMARY
The main point that this author was trying to make is that simply having access to technology is NOT enough for all students to be successful. She touches on the fact that while our national graduation rate is increasing, there are "unacceptably low levels of minority, low-income, English Language Learners, and Special Education students graduating from high school" (Ed.gov). She talks about how hardware cannot close that gap, especially when some low-income neighborhoods either don't have access, or don't use it correctly. When doing some research with colleagues, they discovered that there were different ways students were using computers. One way was for remediation, where mostly low-income students were just using the computers for "drill-and-practice". On the other hand, they discovered that students who were white or high income were using the computers for higher-level thinking activities and "authentic applications". Unless something is changed with how those underserved students interact with edtech, there will continue to be that gap between success.
RECOMMENDATIONS
To prevent the undeserved students from using educational technology for just "skill-and-drill", the author gave tips on how to better meaningfully engage those students. Stop using technology only for remediation, let students create original digital content, pick digital tools that promote interactivity and discovery, let students share their expertise with an authentic audience, and finally, find the right blend of teacher and technology.
Wh
REFLECTIONI personally have been fortunate enough to both attend and teach in a district that is very forward moving and privileged when it comes to technology and resources. I have always had at least intermediate computer skills because of my education, which has allowed me to be where I am today and utilize those skills in my field. I am fully aware that there are so many schools out there who do not have as much or any access to the technologies that can be beneficial for so many students. I myself am guilty of having students use technology for remediation/skill building purposes, which I never realized before can cause the students to have negative feelings towards technology. Finally, The article mentions testing out different edtech tools BEFORE using them with students, so that we can fully engage the students in the program and show them how meaningful it really is, rather than just figuring it out as you go.
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I ha
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