Web 2.0

Whether the use of Web 2.0 tools is cultivate a virtual learning environment or to aid teachers in differentiation of their classroom lessons, there are countless benefits to using Web 2.0 tools in the classroom.

Benefits of using Web 2.0 tools:

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• Support virtual learning environments
• Keeping track of student through their assignments and progress
• Automated messages to remind students of upcoming activities/assignments
• Quick, easy ways to check what kids know by creating quizzes/assessments
• Document-sharing/collaboration

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• Support communication and cultivate collaboration among students, parents, teachers and the whole school community
• Post important information (syllabus, links, resources, etc.) that is easily accessible
• Classroom or students blogs to begin discussions, assess prior knowledge and to give “shy” students a chance to speak up

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• Support teaching and learning through available resources online
• Bring audiovisual resources into the classroom
• Virtual simulations
• Games for building skills, reinforcing concepts, test prep

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• Authentic artifacts created by students to demonstrate their learning
• Video presentations to document learning
• Creating podcasts out of stories or writing assignments
• Create projects and presentations online

Reference:

Light, D and Polin, D. (2010 June 28). Integrating Web 2.0 tools into the classroom: changing the culture of learning. Center for Children and Technology. Retrieved from http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating%20Web2.0.PDF

Reflection (EDU 641)

Coming into this course, I was aware of applications and programs that may be used in the classroom to enhance instruction.  I was aware that technology proves to be an engaging tool to captivate and challenge students (Kenney, 2011).  However, I have gained a significant amount of knowledge on what it means to be a technology coordinator “behind the scenes”.  What I mean by this, is that I have learned that it begins by setting goals and then working with your colleagues to achieve these goals.  It is more than just using technology in one lesson and then saying you have successfully integrated technology into the classroom.  Technological Pedagogical Content Knowledge (TPACK) framework was another aspect of this course that I had never heard of before and really, this is where it all begins.  Teachers must be up-to-date, comfortable and knowledgeable on technologies that are used in their content area or on technologies that could enhance instruction in their content area.  I also found researching current arguments in the educational world (BYOD, virtual schools, brick and mortar libraries, etc.) to be extremely relevant to the work I plan on doing. This has all strengthened me as an educator and also has motivated me to continue to develop myself as a technology integration specialist.  

It is vital to perfect the technology integration craft and develop professional development to support this because it benefits all stakeholders involved.  School systems can collaborate on what it means to be a school that prepares their students for the future workforce and beyond. “We are living in a new economy—powered by technology, fueled by information, and driven by knowledge” (Heman, 1999). We want to challenge our students to become part of the global competitive workforce and we must start at the core: What expectations do we have? How will we get there? How will we know when our students have achieved them?   Collaboration and communication are key aspects to support this framework.  Though we all must play our part in developing ourselves through professional development and research, it simply cannot be done by one person alone.  

References:

Herman, A. (2009). Futurework-trends and challenges for work in the 21st century.  United States Department of Labor.  Retrieved from http://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/execsum.htm

Kenney, L. (2011).  Elementary education, there’s an app for that. The Elon Journal of Undergraduate Research in Communications. Retrieved from http://www.elon.edu/docs/e-web/academics/communications/research/vol2no1/07kenney.pdf

With today’s shift to bring more technology into the classrooms, many schools are considering, or have already implemented, a Bring Your Own Device (BYOD) policy.  A BYOD allows for students to bring in their own devices in turn cutting technology costs significantly for the school and school district.  Though this sounds like a win for most, there are many others who find that this would cause a technological divide between those who have access to updated devices and those who lack updated devices. According to a research study conducted by PBS Learning Media through the PEW Research Center in 2012 the top three benefits of a BYOD policy would be immediate technological integration, personalized learning opportunities and a concentration on funding students in need of devices.  On the flip side, the top three concerns of implementing a BYOD program, according to the study, were having problems with investment of bandwidth/infrastructure for the school, a non-universal curriculum across platforms, and ill-equipped devices.

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Of course the following pros and cons are just from one study.  There have been numerous publications that list the effects, both positive and negative, of a BYOD program.  For instance, Ashley Wainwright, a marketing coordinator at SecurEdge Networks put together a great pro’s and con’s list for schools considering to implement a BYOD program.  In my own opinion though, I just see a BYOD program as being one that causes more distractions and frustrations than it does success stories.  Do not get me wrong, as an advocate for technology in the classroom I  would love to see all students have access to technology but I feel that in a BYOD program, technology becomes a status symbol.  Also, it will cost the district significant amounts of money to invest in infrastructure.  We are experiencing this at my school now.  Teachers cannot depend on the internet for their lessons because of crowding on the network.   The most pivotal aspect of all of this is that teachers are going to need to be trained in ALL aspects of software and technology.  For instance, a workshop designed to for teachers on the best iPad apps for classroom use will mean nothing if students are coming in with platforms that do not run Apple (which a majority will).  A teacher is going to have to be an expert in troubleshooting in a multitude of areas.  It would not be fair is Lucy’s device is working smooth and efficient while Jacob’s is slow and unreliable because the teacher is more of an expert is Lucy’s “area”.    

Saw this on Pinterest.  Great example to deal with distractions! Source

Now, I am ALL for a BYOD program where all students have a device that shares the same platform.  For instance, a local middle school has become affiliated with Google Classroom and encourages all students to purchase a Chromebook prior to 7th grade.  Google even offers a certain discount for students/faculty of the school who are considering purchasing a device.  Funding is then concentrated on students who need financial assistance in purchasing one.  This is a much more ideal situation in my eyes because now the teacher can focus attention on one platform and ways technology can be brought into the classroom to support curriculum.  The technological divide, though still minor, has been significantly reduced.  

Once a school has decided on what aspects of a BYOD program works for them, they then must go through the technicalities of the policy.  For instance, student distractions and cheating can be common violations of a BYOD program.   Policies and expectations must be clearly understood by all participants of the BYOD program, including parents.

References:

K-12 Blueprint. (2015). BYOD . From K-12 Blueprint: http://www.k12blueprint.com/byod 

Wainright, A.  20 pros and cons of implementing byod in schools.  Secure Networks. Retrieved from http://www.securedgenetworks.com/blog/20-Pros-and-Cons-of-implementing-BYOD-in-schools

Bloom's and Technology

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Wow!  My eyes have been opened to a whole new world where technology and Bloom’s taxonomy have aligned due to the evolution of education.  As an educator, it is important to reach aspects of Bloom’s taxonomy in the classroom.  Also, as an educator, it is important to make sure your students are achieving this through the use of technology integration, particulary if we want to say they are “21st century learners”.   I can see many pros in using some of these apps to reach the higher levels of the taxonomy.  For instance, many students have fun when creating something on an app, most of the apps or web tools are free and accessible for teachers, and the ability to share information is easy.  Of course there are some cons as well.  Such as access to these apps.  Schools must have the available resources (iPads, chromebooks, laptops, etc.).  Also, even more important, teachers need TIME to play around with the tools and practice with them for themselves.  Overcoming these obstacles can be done though if there is a well-developed, well-thought out plan involved in the process of integrating technology in the classroom. This plan is not just for our students, but for our teachers as well.  Finally, after I took sometime to look up prices for my budgeting matrix, I learned very quickly how costly technology is.  However, it is my belief that Google Chromebooks are an example of how companies are trying to bring technology into the classroom at a low cost.  I know I spent double on my iPad than I did on my Chromebook and I use the latter one everyday.  

Data Assessment Tool Review (Google Sheets)

For entering the data for Assignment 5-2: Organizing Data,  I chose to use Google Sheets.  I chose this tool because I am familiar with most of the features available and the ease of access in using the tool.  There are very few weaknesses that I have found in using Google Sheets, however, I did get a bit frustrated with the the text prediction as I typed.  I am sure there is a way to disable this feature but I was unable to find out how.

As I was organizing the data, I chose to use block coloring to represent correct/incorrect answers.   Using the color made it easy to see trends among particular students and particular questions (standards).  I also chose to highlight students who fell below 50% and questions that were answered incorrectly by less than 50% of the students.

Tools such as this can be used to guide teachers, curriculum leaders, support teachers and administration in making important academic decisions.  The fact that the information may be transferred among staff in a secure manner also allows for easy access as well.  I know Google Tools offer many ways to share information, for instance having documents be password protected.  These tools can also be used to demonstrate learning trends throughout the school.  Whether it be school-wide or individual classes.  One feature that I find to be useful is creating charts/tables into graphs.  For some people, seeing data in a visual manner such as a graph is easier to interpret.  

Data Assessment

Data Assessment Information (Tabs at the bottom of the spreadsheet separate data into two categories: "Student Responses" and "Standards Met/Not Met")

Analysis of Data

Having used an organized method to sort the student data, it is clear to see what students are struggling, what students are excelling and where the teacher could improve strategies in specific areas.  

To begin, questions 3, 5 and 6 stood out to me most. For these three questions less than 50% of the students got the answer correct.  A mere 8% (one student) got question 6 correct which was based on standard M:01:NO:6.4 (Accurately solves problems involving single or multiple operations on fractions (proper,improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple).  

There were also four students who stood out based on the percentage of questions they got correct or standards they met.  These students were Zoran, Zyntar, Zhield, and Zamsung.  Both Zoran and Zyntar got 40% of the questions correct and both Zhield and Zamsung got 30% of the questions correct.  This is a possible indicator to me that intervention may be necessary for these particular students.  Also, factors such as seating arrangements and small groups should be considered using this data.

It is clear that Zucy excelled at the assessment and is meeting almost all the standards.  The teacher should investigate some ways to challenge Zucy during class.  Seeing that they did so well on the assessment, they are probably more independent in their learning and could benefit by moving ahead while the teacher works with the other students.  Online math centers such as Noetic Learning, allow for gifted students to challenge themselves at their own pace.  Khan Academy is also another online center where Zucy could move forward independently all while the teacher monitors his/her progress.

Overall, this data gives the teacher a clear understanding of where she/he may need to improve their teaching strategies.  It also serves as a guide to differentiate the content for the students who are understanding the concepts and those who are not.  After completing the assignment, it is clear to me how important it is to organize data for teachers to read in ways that are understandable.  So often we are thrown data sets and information that we do not understand due to a lack of training.  If this is the case, then why are we collecting the data in the first place?  Teachers must be comfortable in how to read, interpret and analyze the data.  

Teacher Presentation

Teacher Presentation