EDU 6250 Blog Post 3: A Learning Object Evaluation Scale for Students

Summary

How do we know which interactive web-based tools are best for our student learning? So many of these tools are quickly popping up and they look so neat, but are they really “enhancing, amplifying and/or guiding the cognitive process of learners?”  This would be part of Kay and Knaack’s definition of a Learning Object.  The other part is “an interactive web-based tool that supports the learning concepts.”  They note most people who evaluate the effectiveness of these learning objects are the ones who develop or design the learning object.  This study, along with other studies, is trying to come up with ways to evaluate how the learning object measures knowledge.  Kay and Knaack’s study created a list of key factors to evaluate with each learning object: interactivity, accessibility, a specific conceptual focus, reusability, meaningful scaffolding, and learning.

Reflection

The data is very complicated and difficult to read.  It also states there needs to be more research before users implement the Learning Object Evaluation Scale for Students, but it does offer some great guidance when evaluating a tool. 

Since learning objects are changing ever so quickly, will we be able to use an evaluation tool and get enough data from students with it before the new version, or the better learning object is out?  Logically, it seems like an evaluation scale would by key to a district. 

A quote that really stuck out to me from this article, “No technology will transform the learning process.  Learning objects are simply tools used in a complex educational environment where decisions on how to use these tools may have considerably more import than the actual tools themselves.” (p.161).  

References

Kay, R. & Knaack, L. (2009). Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S). Educational Technology Research & Development, 57(2), 147-168. Doi:10.1007/s11423-008-9094-5

EDU 6250 Blog Post 2: Teacher Talk

Summary

As most teachers know, it is very demanding to integrate technology into teaching.  Since technology companies want teachers to use their products, they are asking for teams of teachers to be volunteers to help design educational programs.  Through this study they researched teacher conversations and the in-depth meaning to it.  First, they discussed what teacher talk looked like, noting that all conversations are not deep or thought provoking.  When creating a team of teacher designs (TDT) is was important for each individual to be an expert in the common subject matter.  From one sub-study they found out that most teachers draw from their own experiences with designing programs.  Another sub-study found that content knowledge (CK) played a significant role during designing programs.  Moreover, another sub-study found out knowing how and why both experiences and content knowledge play an integral part in designing the program. 

Reflection                                                                                                                          

The findings from the studies seemed to be pretty basic and understandable.   This article brought to light a perspective for me that I never thought of, teachers going into design technology especially for specific apps for them or other teachers to use.  The studies did illustrated that during collaboration it’s important for each person to be a piece to the puzzle, asking tough questions and not automatically agreeing with one right away.

Reference

McKenney, S., Boschman, F., Pieters, J., & Voogt, J. (2016). Collaborative Design of Technology-Enhanced Learning: What can We Learn from Teacher Talk?. Techtrends: Linking Research & Practice To Improve Learning, 60(4), 385-391. doi:10.1007/s11528-016-0078-8

EDU 6250 Blog Post 1: Future PD

Summary

 Providing professional development (PD) to all of the teachers in a district has been a problem for many years due to the cost and time.  In recent years studies have also shown that receiving continuous PD is more valuable compared to one-time workshops.  There are many benefits that come from PD- resources, skills, knowledge, and experiences.  Many teachers receive PD from their PLCs, since they are comfortable with sharing new thoughts and ideas.  When trying these new ideas in their classrooms, teachers often times feel more confident and empowered since it comes from a familiar place.  Now, school personnel are realizing learning communities can be expanded outside of each school. 

Since districts cannot afford an individual coach per each set of teachers, these creators are thinking that it may be beneficial having a virtual coach within an online setting to meet the PD needs of the teachers.  This was the beginning of the research which started with a survey to see what teachers would benefit most from a virtual coach.  After the survey and analysis, it seems like the number one reason for a virtual coach would be for resource sharing.  Individuals are looking for resources from news, sharing free lessons and other resources, and technical support especially since education is changing so quickly.  The article also discussed creating a profile to easily find the best materials that are suited for each teacher’s needs.  This research has been insightful to virtual reality coaches, but also technology coaches as well.  To end, more studies need to be conducted and analyzed to bring this PD to (reality).

Reflection

Overall, virtual PD is a great idea.  There are an endless number of resources and social sites available on the web for teachers.  But if something more personalized and more streamlined can be created, I can see more teachers using a tool like this.  Some teachers don’t use social sites or resources sharing tools as PD, so offering a personal coach will help ease some of these fears for teachers who often do not participate on the web for PD.

Reference
Sugar, W., & Tryon, P. (2014). Development of a Virtual Technology Coach to Support    Technology Integration for K-12 Educators. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 54-62. doi:10.1007/s11528-014-0752-7

EDU6215 Blog Entry 3 - “Students Pinpoint What They Need” #PersonalizedLearning

Summary

A Georgia school district created a personalized learning plan to apply for the Race to the Top grant.  Unfortunately, they did not receive it, but they kept with their strategy for personalized learning.  Luckily, they were able to still implement their plan and along the way they adjusted to their mistakes.  In the original plan they focused too much on technology for their personalization strategy, and now they use the technology to help individual students make decisions of what they need to work on during their What I Need, WIN, period. 

Students report to their WIN period one day a week after being assigned from teachers and the student’s input.  During WIN students receive customized support, which can be above or below their grade level.  This can be individual assignments or small group work.  Teachers act more as guides and facilitators, rather than lecture to students.  Also, teachers will create or assign each student a “playlist” of activities on the Learning Management System to complete to show mastery. 

In the article, teachers admit this personalized learning strategy can be difficult managing it at first, but eventually students learn how to take ownership over their own learning.  They note it is important for all teachers to have positive thoughts when trying a new program like this.  Lastly, they note that technology should not be at the core of personalized learning.

Reflection

Overall, I am very interested in learning more about this personalized strategy.  To implement something like this it seems like it would take a lot of time and work.  Also, the article was very general when talking about personalized learning activities.  Some questions I have regarding this topic would be: What resources do the teachers use to assign personalized learning assignments during WIN?  What LMS do they use? How much prep time is needed to for teachers to assign these activities to the students?

Reference

CAVANAGH, S. (2016). Student Pinpoint What They Need. Education Week, 36(9), 7-13.

EDU6215 Blog Entry 2 - "Capitalizing on Web 2.0 in the Social Studies Context"

Summary

Like many other subject areas, technology has changed how social studies is taught.  With technology, content can be more hands-on, interactive, and problem-based for learners.  Teachers are able to create lesson that require students to be more active, such as collaborating with peers in the classroom or around the world.  Utilizing technology in social studies lessons help it be student-centered and encourage active student inquiry.

Instead of just consuming information from the web, students can now collaborate and publish and broadcast their own products, i.e. blogs, wiki.  At times this can be at no cost.  This allows students to go beyond an understanding of the content.  It is allowing them to interpret, evaluate, and analyze the material.  Students can also have global connections that teaches them culture and culture diversity.

In this article, it talks about 4 web-based technologies to help in the Social Studies Classroom.

1. VoiceThread – “a collaborative, multimedia software that allows the interactive sharing of images, videos, and documents”

2. Gliffy – Concept mapping software

3. Community Walk - To create informational, interactive, and engaging maps.

4. Footnote - Provides Primary Sources of Military Records

Reflection

The web-based technologies have changed the way teachers teach social studies in the classroom.  For students to have a deeper understanding of the content implementing the web-based technologies can be helpful.  The examples Halcomb and Beal refer in their article seem to have changed since this article has been published, most of them having a cost.  However, Footnote seems to offer some valuable primary sources for free.  VoiceThread seems to be a valuable tool too, however with the cost it will be something to keep in mind.

Reference

Capitalizing on Web 2.0 in the Social Studies Context. (2010). TechTrends: Linking Research & Practice to Improve Learning, 54(4), 28-33. Doi:10.1007/s11528-010-0417-0

EDU6215 Podcast

My first Podcast is to welcome students and their families to this upcoming school year.  Take a listen!



Record music with Vocaroo >>

EDU6215 #GoOpen Reflection

The U.S. Department of Education is creating a program where districts can have access to openly licensed educational resources instead investing in textbooks from a provider.  Looking through the information on the website, it seems well thought out on how to implement a #GoOpen district.  For example, they recognize a team of teachers, coaches, and administrators are needed to develop the strategy.  However, whoever these team members are, they must be rewarded due to their time and training.   The simile, “OER is like a puppy”  is very much true.  It will help the district financially, but will teachers and other staff members have time and resources to create and implement these lessons and/or resources?  Also, where would these textbook providers go? We know they make tons of money from districts, but what they offer has been a tool that has helped students succeed, whether it is in a written or digital format.  Now that school districts need more financial support due to the technological advancements, is this the best solution to free up some funds?  Or do we need to look somewhere else to do so?

EDU6215 Blog Entry 1- "Podcasts in Context"

Summary

The author, Nicole Hennig, discusses ways to use podcasts in the K-12 classroom, while talking about the advantages and disadvantages of podcasts and the future of where “digital audio programs” are headed. 

First, Hennig gives many advantages as to why teachers should use podcasts in the classroom.  There is much research that show academic success of using transcripts with a podcast.  Students claim it helps them focus, keep track of notes, and can easily look back to re-read if they did not understand the text the first time.  Moreover, many English Language Learner (ELL) students found podcasts to be beneficial to them because they heard the words spoken properly.  Research also states, “when words are spoken aloud, children can understand ideas that are two to three grade levels higher than their normal reading level” (Hennig, 2017).  Listening to podcasts can engage one’s imagination in ways other mediums cannot.

 

Next, she highlights ideas for lessons which teachers can implement with their students.  To enhance a better mood and help students become more focused, she suggests students listen to their podcasts while going on a 20 minute walk.  Podcasts can be effective for students to review and study material, receive feedback on assignments, and recap on key concepts.  Another quick detail Hennig talks about is students creating their own Podcasts.

 

As for disadvantages of Podcasts, few come with transcripts and for them to thrive people must monetize it.  Also, most podcasts appeal to white males, thus needing them for diverse audiences.

Reflection

Hennig provides well-supported evidence as why teachers should use podcasts in the classroom.  As for lessons, there needs to be a better picture of how to use this in a middle school classroom.  Examples and resources for students to create their own podcasts are needed to implement this multimedia in the classroom too.

Reference

Hennig, N. (2017). Podcasts in Context. Library Technology Reports, 53(2), 30-38.

Screencast

I utilized the Google Extension ScreenCastify to show my Goodreads account.

Kathy Schrock's Screencasting Guides

Blog Entry 3- “Writing to the World” The Many Benefits of Student Blogging

References

Ramsay, J. D. (2014). Writing to the World. Educational Leadership, 71(7), 54-58.

Summary

All teachers know by now, competing with technology can be difficult task.  But Julie D. Ramsey took matters in her own hands.  She analyzed what elements appealed to young learners.  Her findings found: communicating, sharing, and debating with others; connecting with others at any time; and almost provides immediate feedback on the experiences and ideas they share.  She implemented this into her class through the use of Kidblog, which provides safety settings and insightfulness. 

Before blogging, students had a discussion with the teacher on the purpose of writing, and grammar and mechanics.  The discussion took time and scaffolding from the teacher, but after they established “writing is simply communicating a thought to someone else” and “realized that editing was crucial for an audience’s understanding.”  After establishing expectations (expectation thoughts) with the help of the students, they can begin blogging.  Ramsey does not set a length requirement, but it must clearly communicate their ideas.  By the end of each week, students must post at least 2 entries.  Before students post, they can share their drafts with a peer to receive feedback, or students can always go back into their original entry and resubmit their post.  Another nice feature of Kidblog, it allows teachers to write private comments to students.  Teachers can easily support students outside of class hours through private commenting.

Moreover, this can be a great way to formatively assess students, and create small groups of re-teaching.  This is where Confer App can be very beneficial.  

One of the biggest benefits of blogging is making the students writing authentic.  At first, students in Ramsey’s class just begin blogging with peers in the class, but after time and practice she connects students “with peers in different grade levels, content areas, or geographical locations.”  Since students write to an actual audience, students spend more time and effort into their writing.

Reflection

Ramsey mentions setting up the blog can be overwhelming, and she has about close to 1,000 posts and comments to review each semester.  One thing she mentions is scheduling a different due date for each class.  Then she confers with students to give them the individual support that they need.  So, as a teacher of about 80 students this is doable.  After time and patience, students will have control of their learning and get individualized support.  They learn the importance of how to clearly communicate, and also implementing other skills such as evaluating, synthesizing, and analyzing.  This is a must for any teacher teaching writing in their classroom!

Blog Entry 2- "Avoiding the Digital Abyss" Important Technology Features for the Classroom

Reference
Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom with YouTube, digital stories, and blogs. The Clearing House, 82(2), 66-69. Retrieved from http://library.aurora.edu/login?url=http:// search.proquest.com/docview/196844606?accountid=26354

Summary

This article, “Avoiding the Digital Abyss: Getting Started in the Classroom with the YouTube, Digital Stories, and Blogs”, highlights a teacher’s use of these three tools to enhance curriculum, prepare students, and provide students time for positive collaboration.   Even though this study takes place in a much smaller district/school, the technology is comparable to what my school has now (computer lab with access of Internet and Microsoft Office Software and a few computers in each classroom).   The article reviews the simple uses of these simple tools that any teacher would be able to apply to the classroom.

YouTube

In this article, the teacher Rebecca Mullen, uses the Internet site YouTube for vocabulary, grammar, and to have students record their songs and/or dances which is privately posted on her account.

Digital Stories

Mullen used the Center for Digital Storytelling Web site for her 8^th grade students to focus on telling stories with the use of pictures, either their own pictures or via Google photos.   Mullen mentioned it is more important to focus on the story before deciding on pictures or video clips.  Microsoft Movie Maker or Microsoft Photo Story 3 are software that is available to create these digital stories. 

Blogs

According to Merriam-Webster a definition for blog is, “a Web site that contains an online personal journal with reflections, comments, and often hyperlinks” (2008).   Mullen used Blogger for her middle school students.  Before the students set their blog up, they watched an informational video about blogs and read a variety of online articles and blogs.  She had her students pseudonyms and can only post when she is logged in for safety.  Students used their blogs for book recommendations, respond to and discuss current events, and comment to their peers.  Also, Mullen used it for posting homework, classroom calendar, podcast lessons, and reflections of students. 

Reflection

In all, it is important for all teachers to close the digital divide by using tools such as these mentioned in the article.  YouTube is an easy way to incorporate technology to the students and to enhance their learning.  After reading this article, I realized I need to save the videos in my favorite sections so I or students can easily access them again and again, if needed.  She provided other sites that have videos for teachers, but mentioned YouTube has one of the largest databases.  As for the digital stories, this is something I have used before when I started my teaching career, but has moved away from and using more “TED Talks.”   I believe some students would highly enjoy creating a digital story and posting it on their blog.  Equipment and time are needed from the teacher and student to utilize this tool.  Lastly, as for blogs, this is something I most certainly want to use in my classroom, but using it efficiently to enhance curriculum is something I want to ensure.  If students did not have their own device, this would be difficult to implement in the classroom.  Since we are moving to 1 to 1, it will be easier for students to learn technology skills having their own blog.  But my BIG question is… what is the best blog software out there for teachers who have 75 students or more? 

Future Ready Schools: Preparing Students for Success

Framework . (2017). Dashboard.futurereadyschools.org. Retrieved 1 April 2017, from https://dashboard.futurereadyschools.org/framework/framework-overview

Summary

Together the Alliance for Excellent Education and the US Department of Education partnered to help school districts and their leaders analyze how well they evaluate their own leadership and the culture in their schools keeping in the forefront the primary goal that all students reach their potential for success and be able to compete in the global workforce once they graduate.  Through various summits and phases, the Alliance was able to create a framework and compile resources to support districts and the technological change.  The visual framework consists of seven gears around the student learning.  The seven gears are: curriculum, instruction, and assessment, use of space and time, robust infrastructure, data and privacy, community partnerships, personalized professional learning, and budget and resources.  These seven gears are surrounded by a ring of collaborative leadership, and the consistent cycle of vision, plan, implement, and assess.

Reflection…1 gear most important to me

All gears are important and need to be addressed during the road map, but one gear that is most important to me is collaborative leadership.  It is essential that students, teachers, administrators, parents and the community work together to achieve a culture of a forward thinking vision for the importance of technology in learning before any specifics can be implemented and then this outside ring is necessary to hold everything together.

TED Talk: 10 top time-saving tech tips

Pogue, D. (2017). 10 top time-saving tech tips. Ted.com. Retrieved 1 April 2017, from https://www.ted.com/talks/david_pogue_10_top_time_saving_tech_tips?utm_source=tedcomshare&utm_medium=r

Summary

Pogue quickly shows viewers some ways to save time with technological shortcuts or tips in his 5 minute TED Talk.  In the beginning he discusses how we need time, lessons, and certificates for anything important, i.e. driver’s license, marriage certificates.  However, one thing that is just as important, but instead is simply handed to you, is technology.  Everyone is given technology devices and expected to figure out how to use them on their own.  Many people, including young students who have had devices with them since they were young, do not know how to most effectively use them.  So would it be appropriate for citizens to take technology more seriously and require technology classes or licenses?

Reflect…"What is one time saving tech - nique you have found or learned"

All of the time-saving tech tips were very helpful.   I think it would be very beneficial for my middle grade students to watch the video and learn these techniques since most of them have very poor skills for using computers and devices.  From this TED Talk, some time-saving tips that I learned included using the space bar and shift button to scroll on web pages, using Google for unit conversions, and the black and white out screen for presentations.  Another tip that I like to use which was not included in the presentation is ctrl + c for copy and ctrl +v for paste.  When I help students with their work, using this instead of a mouse pad helps save a considerable amount of time.

Blog Entry 1- Learning Management System: Canvas

Reference William Sanga, M. (2016). AN ANALYSIS OF TECHNOLOGICAL ISSUES EMANATING FROM FACULTY TRANSITION TO A NEW LEARNING MANAGEMENT SYSTEM. Quarterly Review Of Distance Education, 17(1), 11-22.

In District 115 Canvas has been referred to as “the Cadillac” of the Internet-based Learning Management System (LMS).  While it all seemed very exciting when presented, I realized I didn’t know much about any LMS excluding the “free” Google Classroom App.  So instead of diving right into it, I figured I would skim the surface first.  “An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System” by Mapopa William Sanga allowed me to get my feet wet on two topics- LMS and Canvas. 

Summary

Introduction

According to Sanga (2016), LMS “is a web-based application that supports teaching and learning by enabling instructors to create and organize content for learners.”  Thinking back to my experience, I have used such a tool, but never as a teacher.  It provides many benefits to this 21^st Century of learning: student engagement, participation, organizes assessments, clearly communicates, materials are on the tip of the students’ fingers, and accessing these tools allows students to think differently.

It was noted when learning to use any LMS, it is important to embrace technology and keep an open mind.

Purpose of Study

The study was conducted on 119 staff members who had previously been using Desire to Learn (D2L) LMS, but transitioned to Canvas.  The University provided workshops about Canvas to Staff from August 2013 until January 2014.  Majority of the staff members who took the four workshops were faculty that taught on-line classes. 

During this study, they took qualitative data by listing all issues in a Google document.  The researcher, which was the teaching and learning coordinator, synthesized the content and categorized the information to help with the study.

Categories

Among the findings, they gave three levels of issues. Category one was labeled as quick fixes, where the issue could simply be resolved by showing how it is done. The second level was when the support needed more time to solve the issue.  This could have involved contacting Canvas.  Level three was the most complex.  This involved issues while integrating software applications.  The external applications that the university used was Voice Thread, Panopto, Turnitin & Grademark, and Respondus Lockdown Browser.  The first two apps listed are mainly for video and voice, whereas the Turnitin & Grademark is for plagiarism tool.  The last app is to lockdown browsers, printers, etc. when taking an assessment. 

Results

The faculty found Canvas to be very beneficial after learning how to use it.  A challenge they continued to have been integrating the external apps.  But overall, the benefits outweigh the challenge. 

“The gradebook and announcements were very helpful in managing classes and student work” (2016).

Workshops will be necessary to learn Canvas, but depending on staff proficiency with technology definitely plays a factor on how quickly you may learn it.  Another factor in learning how to use Canvas, is motivation and personal enthusiasm.

Reflection

All in all, this informational study offers positive insight of how to use and learn about this LMS.  The jump next year to Canvas should be an exciting time!  Using patience, time, and support, either from Canvas or district, will help me succeed with Canvas Learning Management System.