Web 2.0 Tools

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“As educators, the use of Web 2.0 tools is transforming our work, and more specifically the way we support students in the classroom (Dabbs, 2012). Web 2.0 tools are tools that allow for the creation, collaboration and sharing of user-generated content online through presentation, video, or mobile tools.  Such tools are created to engage students while being easy and accessible for teachers (Discovery Education).  In my own classroom, I have used and plan on using Web 2.0 tools to allow my students to create authentic projects that express their creativity and individuality.  

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Many of my students have used Microsoft Powerpoint in the past and though this is a useful tool to use for presentations, they can get monotonous and repetitive.  Fortunately, the technology teacher at my school is fabulous when it comes to exposing our students to new Web 2.0 tools so they have a multitude of resources to choose from when it comes to choosing how they will share information.   Therefore, I am able to collaborate with her on upcoming assignments in my own class.  For instance, as part of a book choice project, my students used Prezi to “advertise” a book to their fellow peers.  (Prezi is a presentation tool that is free for teachers and accessible through their website).  Though using Prezi definitely takes some getting used to, the results are more engaging for the audience and the information moves in a more fluid way.  Slideshare is another presentation tool my students have used in their computer class as part of a project on demographics of a country we were studying in class.  Recently we have started our unit study on the ancient Greek civilization.  As part of a project on the ancient Olympic games, my students chose one of the original Olympic games and created an infographic on the history of that sport.  To complete this, they used  Infogram, which again is a free program offered through their site that allows users to make visualizations of data.  At the start of the year, I also had my students work together in small groups to create iMovies on life in ancient Mesopotamia.  We then uploaded them to Youtube and had a day where we viewed them as class.  Google Docs is also used often in my classroom for students to collaborate on projects together or to share assignments with me.  

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Due to a spotty infrastructure and lack of personal devices (many bring their own to school), I must admit it is hard to rely on Web 2.0 tools in my own daily lessons.  Currently, I must work with the technology teacher (which I enjoy doing, don’t get me wrong) because the Internet is reliable in the computer lab and the computers are faster/more dependable.  In the future, I would love to use more tools with my students to create authentic assignments but reliable connection to the Internet is needed for research and creation of these assignments.   I think it would be great to have my students create a survey using Google Forms to collect data when we are studying data and statistics in math.  I would also like to expose them to Animoto (a video presentation tool) as an alternative to their book choice assignment they have every term.  

References:

Dabbs, L. (2012 March 5). Using web 2.0 tools in the classroom. Kids Discover. Retrieved from http://www.kidsdiscover.com/teacherresources/web-2-0-tools-classroom/

Web 2.0 tools.  Discovery Education. Retrieved from http://web2014.discoveryeducation.com/web20tools.cfm

  

Tools for Global Communication

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Having a French pen pal was one of my favorite memories as a student in the classroom.  The thought of having someone to converse with all the way over in France just seemed so cool to me at the time.   I was so engaged in the process of being able to connect with another student and ask questions back and forth.  While having pen pals fosters communication both locally and globally, many other classrooms are taking it a step forward by incorporating technology.  Using technology to enhance the communication in the classroom allows for immediate access to the world around us.  Why is this such an important aspect of the 21st century classroom? Well, enhancing global communication in the classroom prepares today’s student to meet the demands of a competitive, global workforce.  

The internet today provides an amplitude of resources for educators to enhance global communication in the classroom.  Take for instance Twitter.  Twitter allows for immediate global connection with individuals around the world.  Teachers and students can easily find people to connect with to enhance content in the classroom and collaboration.  

Skype is another tool that allows classrooms to hold video chats.  These chats can be with others around the world or perhaps even an interview with a scientist or historian.  Ronan (2015) suggests combining both Twitter and Skype to take part in #mysteryskype which connects classrooms from different countries with one another.  Their objective is to figure out where the other is located via Skype after connecting through Twitter.  

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Google also offers many tools to enhance communication.  Google Hangouts is free and allows teachers and classrooms to connect worldwide.  Together students can collaborate on projects, hold video conferences and chat one-on-one.  The Google Hangouts Guide for Teachers demonstrates how teachers can get started and offers many ideas on how to use it to enhance global communication in the classroom.  

Video streaming providers like Youtube and Ustream allow for educators to connect their classrooms with live happenings around the world.  From watching baby chicks hatch to seeing NASA’s latest announcement on space exploration, students are instantly connected with the world around them.  Students can even upload their own presentations or hold live demonstrations for others to watch around the world.  Again, sign-up for both services is free and easy to do.  

Another valuable resource which I have recently discovered for enhancing global communication is World View: Technology Tools to Enhance Global Education.  This site breaks tools and resources into three categories for easy integration into the classroom: content, context, and contact.  

Reference:

Ronan, A. (28 January 2015).  5 tech tool combos for taking your classroom global. Edudemic. Retrieved from http://www.edudemic.com/5-tool-combinations-for-globalizing-class/

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.  

TPACK

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Technological Pedagogical Content Knowledge, or TPACK, is a framework designed to help teachers incorporate technology into their curricula.  The framework is centered around three areas of knowledge: technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK).  The content is the what or the subject is being taught.  The pedagogy is the how this is being taught.  Finally, the technology is the tool that is aiding both the pedagogy and the content.  For example, what tool will make the content more accessible while supporting the pedagogical approach of the lesson.  The TPACK framework looks at how teachers connect all three areas to increase student motivation and make technology more accessible.  The framework also provides guidance to teachers for appropriate technology integration (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013).  One fundamental idea behind the TPACK model is that all teachers teach differently and what may work for one teacher or school may not work for another.  This means there is no universal model to implement TPACK but rather teachers should be active designers in the development of their lessons to include TPACK.  

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With all the new, innovative ways to use technology in the classroom, it is important that we as teachers do not get too excited to the point we just want to use the technology to use it. When implementing TPACK, it is important begin with the content knowledge and the pedagogical knowledge first.  Then, layer in the technological aspect.  This way we do not lose sight of the fundamental goals and the technological piece is supporting pedagogy and content.  This can be challenging but it is essential in using the TPACK framework correctly.  Staying focused on how students will reach understanding of the content in the most effective way should be at the forefront of the teacher’s design process.

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Though the TPACK framework has been around for quite sometime, many teachers do not know what it is.  Therefore, there may be some problems in implementing it.  Also, it takes time.  This is not something that can be incorporated overnight.  Teachers must become familiar first with the goals of TPACK and second with instructional tools associated with the TPACK model.  Just like our students, teachers learn differently as well.  What works for some may not work for others and this is where collaboration among educators is key to supporting the TPACK model.  While some may take the concept of TPACK and run with it, others may become overwhelmed and shut down.  This is not the goal of TPACK but rather the opposite.  Creating a supportive, collaborative atmosphere among colleagues is important when implementing the framework.  

In the article,  Instructional Planning Activities Types as Vehicles for Curriculum-Based TPACK Development (2009), there are several activity types and ways in which technology may be used to support the TPACK model.  For instance, when building knowledge of content there are several options to include possible technologies.  One such example could be to have students create a timeline using the Timeliner.  This is software that allows students to organize data and to visualize connections.  Another great example is to have students take part in a debate through discussions in Wikispaces.  Using a tool like this will allow for the students who are not often heard to have a voice, making the content more accessible to them.  

One of the best aspects of the TPACK model is that it is designed to work in all content areas.  No matter the subject matter, there is always a way to ensure the framework is being met.  It may take time to plan, search and implement but in the end the intended goal is that our students will be more engaged and motivated in their learning experiences.

References

Harris, J. &. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK    development. Research highlights in technology and teacher education 2009 , 99-108.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Education.

Hats of the Technology Integration Specialist

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There has been an ongoing shift in the educational system in connection with the way we as educators are expected to teach, the way our students are expected to learn and the standards to which we expect them to perform.  As Sarah Meltzer (2013) suggests, schools are being targeted and challenged to respond to a technology-based world.  This in turn means that expectations of the teacher have significantly increased if we want our students to be fully engaged in meaningful lessons.  When it comes to professional development as it relates to technology integration in schools, we must look at it through a different approach.“Providing effective and sustainable professional development in technology to a group of teachers requires a very different approach”(Meltzer, 2013).  Taking a one-day workshop on how to use a new software program will simply not cut it.  Technology integration is a process, therefore the professional development aspect is as well.  

In terms of pedagogy and technology integration, it is pivotal that the classroom teacher is included in the discussion of what will take place in the classroom.  This is not subject matter that can be solely left up to administration.  Simply put, if a teacher is not comfortable in their own ability to use the technology, how could we ever expect them to teach/use it effectively with the students? To help solve this issue “it is important that educators perceive technology in education as part of the pedagogical process” (Okajie, Olinzock, & Okokjie-Boulder, 2006).  Technology by no means is a replacement of the teacher but rather a tool to help the teacher captivate the student. As Adam Bellow (2012) mentions in the short video An Introduction to Technology Integration, it's what you do with that tool, what you can make, what you allow the students to make.

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Of course with every change will come the challenges and as a technology integration specialist there are many.  One major factor is time.  It takes time to integrate technology into a curriculum and it takes time to move a school forward with a technology-based mindset.  There must be a clear goal in place as to what direction the school is moving toward and where they expect themselves to be in a 3-months, 6-months or up to a year from the initial proposal.  Also, a technology integration specialist cannot succeed this on their own.  They must have the support of administration, faculty and the school community.   A study by Hew and Brush in 2006 found six general barriers when integrating technology into K-12 schools.  The most frequent barrier was found to be lack of resources/technology.  This includes factors such as hardware, software, internet access and specialists. The second most occurring barrier was lack of knowledge on technology.  Again, this brings up the issue and importance of professional development for teachers.  The next barrier was insufficient access to technology, meaning that technology was not easily accessible for teachers or students.  For instance, a school with one one computer lab may often find teachers competing to get in there.  Then there is the barrier of teacher attitude and beliefs.  If a teacher finds that technology serves no purpose in the classroom then they will simply not integrate it into their instructional time. Assessment is also a major barrier frequently brought up in relation to technology integration. Some argue that with so much pressure and demand to “teach to the test” there is simply no time to put forth in technology integration.  Finally, the last barrier Hew and Brush focus on is subject culture.  This barrier involved educators picking and choosing what they feel is appropriate for their content-area.  

References

Conley, L. (2010). Barriers to integrating technology. The Digital Librarian. 

Retrieved from https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Fink, Z. (December 12, 2012). An introduction to technology integration. [Video file]. Retrieved from http://www.edutopia.org/technology-integration-introduction-video

Meltzer, S. (2013). Step-by-step professional development in technology. London, ENG: Routledge.

Okojie, M., Olinzock, A., & Okajie-Boulder, T. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32, 66-71.

Google Apps for the Classroom

The use of Google Apps in a school setting can be used between students and teachers to collaborate, communicate, synthesize, analyze, create projects and so much more!   Anyone can sign-up for a Google account and once that is done the possibilities endless .  Google has a website, Google for Education, that allows educators, students and parents to explore all the benefits of incorporating Google Apps into their school setting.  The great aspect about Google Apps is that they can be used between teacher and student, student to student, or teacher to all students.  Not only will the students be engaged because they are collaboratively working together but they are also doing something they enjoy: Communicating with one another on their device’s.  There is no worry about printing or saving documents because everything is easily stored in a user’s Google Drive, which is pretty much like a USB that you can access from any device.  Perhaps the best feature of Google Apps for education is the fact that they are all free!

In my own school, all students starting in fourth grade are set up with a Gmail account through the school’s technology teacher.  This way they are prepared to start sharing and collaborating on documents once they get to middle school.  The teachers have also been using Google Apps for sometime now.  Often the Principal will share a document or notice that she may need editing on what us to review.  This is a fast and efficient way to get the message out without copying and wasting paper.  I personally love Google Apps and have been using it for about two years now.  I just love the ease of access to all my files and the user-friendliness the applications.  

Survey Results (Using Google Forms)

Social Media in the Classroom: Pros and Cons

In today's world of educational debates, there is a focus on whether social media can be a useful tool when integrated into the classroom.  Here is my pros and cons list as to the use of social media in the classroom:

Pros:

The use of social media allows students to collaborate and connect with one another outside of the classroom walls.  This is particularly important when talking about group projects and assignments.   With the use of social media, students are no longer restricted to their class period to work on things together.  Social media also allows others to comment and share thoughts on projects allowing for an environment more similar to the work environment.  The use of social media may also allow parents to stay connected to what is going on in the classroom.  Applications like Remind and Edmodo, make it easy for teachers to get an important message out to parents or to students.  

Cons: 

When using social media in the classroom, the teacher must also take on the role of moderator to make sure what students are posting is appropriate.  This can take time to go through and check.   With social media comes cyberbullying and the worry that students are using social media in inappropriate ways.  Again, this would fall on the teacher to ensure that students are aware of consequences and what is considered a "good" post versus a "harmful" post.  Then there is the whole other issue that students are not getting the right amount of time communicating face-to-face, both with peers and with family.  Adding the social media component to their school day may hinder this face-to-face communication during afterschool hours.  Finally, not all children have access to the internet or a device let alone the ability to connect to a peer via a social networking site.