Twitter

Ronika Amerson

ED 505

Twitter

            Though I don’t think I got the most use out of twitter this semester, I can see its usefulness in the classroom. My students and I could use it for quick interactions outside of the classroom. It is a great way to stay connected and find useful resources. I could send quick homework reminders, notes, and other classroom correspondences. We could also follow authors, scientists, mathematicians, and other relevant people to our content. My students could also post simple questions and message me privately for areas of concern. Moreover, we could find articles and other related content. My only concern with social networking with my students is keeping it professional and school related. I have never accepted a friend request from any student before. However, I see that making a group such as our class has benefits worth risking. I don’t know that I could have made it through this class not being able to share and discuss burning issues.

            Twitter is also a great resource for staying professionally developed. I can follow many other educators and authors. Likewise, I can abreast of the current trends in education especially as it relates to technology. Some of the people I followed include: Dr. Debra Harper, Ed.D., Sean Junkins (assistive technology), Web 2.0 News, and  PR News Education. There were other educators but none followed me back with exception of a few of our classmates. 

Lastly, because there are tons of messages, hashtags make things easier to find and sort through on twitter. I could easily find all of your posts when I entered our hashtag information. Other hashtags I used were: #assistive technology, #web 2.0 resources,# smartphones in the classroom,  and #technology in the classroom. Hashtags really narrow the search and help you find great sources. I will definitely be looking at ways to incorporate twitter into the classroom. Perhaps the first step is trying to figure out how to keep students on task. Things are a bit tricky when you work with such a young age group. Ten and eleven year olds should not be on social networks so I will gear it more toward the parents. I am still learning the various uses of twitter and look forward to learning more uses.

Bookmarks (Delicious)

#cec12 please add @_luisfperez to your PLN... he's an excellent resource for the latest in assisitive technology and other learning needs.

— Sean Junkins (@sjunkins) April 13, 2012

Assistive Technologies

                                                                  Assistive Technologies

Assistive technology includes technology devices used by individuals with disabilities in order to perform functions that may be difficult or impossible to accomplish without the use of the needed device. Assistive technology include, but is not limited to, mobility devices such as walkers and wheelchairs, hardware, software, and many other devices that may assist people with disabilities in accessing computers or other information technologies. For example, people with limited vision may need large print or a hand held magnifier. “Regardless of the specific application of technology, the general goal is always the same: to harness the potential of technology in ways that offer an individual with a disability increased opportunities for learning, productivity, and independence-opportunities that otherwise would not be available”(Roblyer & Doering, 2013, p.400).

Mild Cognitive Disabilities are among the most prevalent type of disability and may also be referred to as intellectual or developmental disabilities. Such disabilities include: learning disabilities, mental retardation, and serious emotional disabilities. Students with such disabilities are capable of learning but may learn at slower paces. “Typically, the important issue for these students is not physical access to the technology, but reading, writing, memory, and retention of information” (Roblyer & Doering, 2013, p.406). Some resources for students with mild and moderate disabilities include: WizCom's Quicktionary Reading Pen and Dragon Talk's Dragon Naturally Speaking

Moderate and Severe Cognitive Disabilities- Individuals with moderate to severe cognitive disabilities have limits in their mental functioning such as their ability to communicate, socialize, and take care of their everyday needs. “For individuals with moderate and severe cognitive disabilities, considerable effort is devoted to ensuring that they acquire daily living such as personal hygiene, shopping, and use of public transportation” (Roblyer & Doering, 2013, p.408). Software helps teach and reinforce functional skills for students with mild to severe disabilities. Some resources include: Freedom Scientific’s WYNN word processing software and Attainment Company. Also, many apps are available such as Time. Money, Fractions On-Track iPad app.

Physical Disabilities- Causes and conditions that impair mobility and movement are considered a physical disability. These disabilities may cause the inability to use legs, arms, or the body trunk effectively because of paralysis, stiffness, or pain.. They may also contribute to other disabilities such as impaired speech, memory loss, short stature, and hearing loss. Resources include: Able Net, Inc. and Enabling Devices

Sensory Disabilities can involve any of the five senses, but usually in education, it generally refers to a disability related to hearing, vision, or both hearing and vision. Sensory disabilities affect access to visual and/or auditory information. Much content information is presented visually and/or auditory in the classroom. It is important that children experiencing a vision and/or a hearing loss are appropriately identified to ensure access to education. Resources for sensory disabilities include: Vision Cue and Freedom Scientific Blind/LowVision Group

At-Risk Behaviors/Situations- “Students at risk for school failure are not considered disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disabilities” (Roblyer & Doering, 2013, p.409). Resources for at-risk students include many websites and software that provide powerful and motivating opportunities to engage in learning activities. Some include: BrainPop and Don Johnston, Inc.

Gifts and Talents- Students who show evidence of high achievement in areas of intellect, creativity, artistic, and leadership usually need to be provided services and activities outside of the “normal” school program. The students are considered gifted and/or talented. Resources for students with gifts and talents include: Duke Tip Program and Hoagies’ Gifted Education Page

Web 2.0 Resources

I have learned a great deal this week creating and learning from Web 2.0 resources. Web 2.0 provides new ways of creating, collaborating, editing and sharing content online. "Although the term Web 2.0, an Internet trend that puts the authorship of online content into the hands of a websites' users, has become very common in educational circles, what educators are hearing more about today are discussions around social networking" (Roblyer & Doering, p. 225). These resources can make teaching so easy and motivational for the students. Most resources were user friendly and those that were not had great tutorials for easy use. I plan to use each resource that I tried in the classroom and also teach the students to create various resources. Animoto was among my favorite. I could use this to let students create relevant videos from much of the content areas. Glogster is also a great visual to use for expository text that is harder to comprehend. The students love games and ClassTools has a variety of game formats to choose from.

Many educators have began teaching using a various types of social networks. This is a new creative and convenient way to keep students current and engaged. According to Roblyer and Doering (p,268),"Information now comes to students via email and ebooks; web pages and podcasts; blogs, vlogs, and wikis; instant messages and Twitter feeds; and movies and stgreaming video."

Many of our students are on social networks and it could lend itself as a useful classroom tool."Social networking sites focus on building communities of individually designed web pages consisting of personal profiles, blogs, photo sldeshows, music, videos, podcasts, and a network of connected friends or supporters" (Roblyer & Doering, p.225). It is imperative that we stay abreast and use these current trends within the classroom.

Notice the Web 2.0 resources below on the Blog that I used this week. I thoroughly enjoyed!

ClassTools Games 1 and 2

http://www.classtools.net/mob/quiz_69/Four_Kinds_of_Sentences_pWlGC.htm

http://goo.gl/UFYMa

Web Resources 2.0 Twitter

Why Apple Gave Up On Genius For Apps, And What's Next For The App Store's Long Tail http://t.co/R7ocluDCmr via http://t.co/vo0PJPIsLD

— Web 2.0 News (@BreakingWeb) June 11, 2013

Animoto

Make your own photo slideshow at Animoto.

Amerson's Glogster

Smartphones in the Classroom

Smartphones in the Classroom http://t.co/jRbME247U7 via @wordpressdotcom

— Dr.DebraHarper, Ed.D (@DebHarper) July 1, 2013

Using Smartphones in the classroom

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In order to have effective instruction in today's classrooms, we must include use of the various technologies that are available to our students. "In today's technology-driven society, new technology tools and new versions of older tools are emerging at a dizzying rate" (Robyler & Doering, 2013, p. 6. We don't want our students to feel as if they are walking back in time when they enter our classrooms. Our students spend numerous hours on their favorite gadgets daily. Therefore, it is imperative that we find ways to incorporate technology into our classrooms. The video shows ways to incorporate smartphones into an algebra class. However, smartphone usage can be applied to any subject. Think about it, as Robyler and Doering (2013, p.204) states "Most of us cannot remember a time when cell phones and text messaging were not the norm; when we couldn't "google" something we did not understand; or a time when emailing was not a daily activity." If we cannot remember a time without our smartphones for immediate needs and convenience, imagine how dependent our students are on them for convenience. "Being always connected on our smartphones and tablets has led to rapid developments in communication characteristics"(Robyler & Doering, 2013, p. 205).

Though I'd be concerned with being able to monitor students activity on the smartphones and keeping them on task, there are numerous ways to integrate the use of smartphones into subjects. I could let students use them to read messages on blogs for homework assignments, to research material for any topic, to add or view their own prezis, blogs, etc. Students could also ask questions via social networks or others blogs. Moreover, they could play interactive games related to the objective being taught.

Some apps that could be beneficial on the smartphone include:

Brainpop app= http://www.brainpop.com/apps/landing. This app gives mobile access to free Featured Movie, and a full collection of hundreds of movies and quizzes on a range of subject areas.

Brainquest app= http://www.brainquest.com/app/. This app covers many subject areas in which the students will be given questions to tackle. They are given points and coins to progress in the game.

Ballooon Pop app= https://play.google.com/store/apps/details?id=com.divmob.popmath.game&hl=en. This is a fun way for students to practice basic math. The pairs of bubbles with numbers and operator float on the screen and the students pop the corresponding bubbles. The options give you the ability to change the operation to addition, subtraction, multiplication, or division. Students may work on all four operations are once. The difficulty level: easy, medium and hard can also be chosen.

Fractions app= http://www.iear.org/iear/2010/7/23/pizza-fractions-levels-1-2-3.html
Pizza Fractions: Beginning With Simple Fractions is one of three fraction-based games developed by Brian West. This game, deemed as Level 1, is geared towards students who are just beginning to develop an understanding of fractions or who needs review of this topic, (2nd grade - 6th grade). This level provides a basic introduction to the concept of fractions in an interactive and engaging format.


These are just a few of many applications (apps) that may be used in the classroom. "The new literacies require a high level of critical sophistication from our students, and it is only through instruction and experiences with new technologies that they will develop these skills" (Robyler & Doering, 2013, p. 268).

I'm updating my tweet because I found this great resource from twitter instead.

One man says #math instructional software is failing. Why? And do you agree? http://t.co/6LKTH7T91r #edchat ^dc

— PRNewswire Education (@prnedu) May 20, 2013

Check out the article I found on ERIC related to instructional software. http://t.co/XMWmnBguGV. #ED5059413UWA

— Ronika Amerson (@AmersonR1) June 25, 2013

Types of Instructional Software

Ronika Amerson
ED 505 Education and Technology
June 24, 2013


Different Types of Instructional Software for 21st Century Learners

“Instructional software is a general term for computer programs designed specifically to deliver instruction or assist with delivery of instruction on a topic” ( Roblyer & Doering, 2013, p. 77). There are six functions that are fulfilled by instructional software. They include:


1. Drill and Practice Software Functions- in this function, students are usually provided exercises in which they work examples items individually and receive immediate, corrective feedback. I have found the drill and practice function extremely useful for mastery of math facts and for vocabulary practice. Students are often weak in math facts, especially multiplication. One site that I use often is Math Magician (http://oswego.org/ocsd-web/games/mathmagician/cathymath.html).
Students quickly become eager to learn their facts and make the one minute or five minute time limits. Although the students are not given immediate feedback, a percentage is given after the time expires. The teacher then has the option of showing students which facts were incorrect. It is a great resource for motivation. “Computer-based practice may motivate students to do the practice they need. Computers don’t get impatient or give disgusted looks when a student gives a wrong answer” (Roblyer & Doering, 2013, p. 84).

2. Tutorial Software Functions-these functions are very similar to that of classroom instruction in which an instructional sequence on topics occur. With this type of software, students should be able to learn the material without the dependence of any other materials. One great source that could be used when teaching the branches of government or the constitution is http://congressforkids.net. I would use this source to guide my students through each sequence of topics. The site even provides quizzes and immediate feedback.

3. Simulation Software Functions- these programs provide computerized models of a real or imagined system that is designed to teach how the system works.(Examples: three dimensional models, demonstrations of how to mix chemicals, or graphics). I often use the site http://www.kidwings.com/owlpellets/flash/v4/index.htm to show students the virtual dissection of an owl pellet before we dissect our owl pellets from our AMSTI units.

4. Instructional Game Functions- these programs add rules similar to games and provide computation to learning activities. Some good strategies for selecting instruction games according to (Roblyer & Doering, p. 95) is to make sure the activities and formats are appealing, make sure the games have instructional value, and be sure the physical dexterity is limited. I incorporate jeopardy review games into my teaching often. The good thing about this is that there are various jeopardy games that are already on the web that can be adjusted to fit your instruction. However, be sure to give credit. The link to create your own jeopardy game review is http://www.superteachertools.com/jeopardy.

5. Problem-solving functions- the main goal of this function is to provide opportunities to develop problem-solving skills through ample practice. Systems could invest in program such as http://www.criticalthinking.com. This program can provide various practice exercises for students to improve visual memory skills required for reading and math activities.

6. Integrated Learning systems (ILSs)- these are online systems that provide both computer-based instruction and report student progress. My school uses Kids College www.kclogin.com. This program provides reading and math instruction and game features after a set number of questions determined by the teacher. It allows you to track students’ progress and assign more practice needed on particular skills. Students’ progress is emailed to the teacher. One cool feature is notifying you if a student is randomly guessing on items.

According to Roblyer and Doering (p. 167), there are many benefits to software tools including: "improved efficiency and productivity, improved appearance, better accuracy and timeliness of information, and more support for interaction and sharing. Let's make the most of it!


Reference

Doering, H. and Robyler, M.D. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

#ED50594134UWA Check out the video on one-to-one-computing in a 5th grade class. http://t.co/8dd991pDb9

— Ronika Amerson (@AmersonR1) June 17, 2013

Article Critique

Ronika Amerson
June 16, 2013
ED 505


Article Critique Form



1. Provide the complete article title and author: The title of the article is Laptops and Fourth-grade Literacy: Assisting the Jump over the Fourth-Grade Slump. The authors are: Kurt A. Suhr, David A. Hernandez, Douglas Grimes, & Mark Warschauer.



2. State the intended audience. (What is empirical research and how does it help the classroom?) The intended audience is administrators seeking to promote thinking and learning as it is occuring and the 21st century. Moreover, seeking to keep students out of the “fourth grade slump.” According to Penn State Libraries, “Empirical research is based on observed and measured phenomena and derives knowledge from actual experience rather than from theory or belief.” It helps in the classroom because students are observed closely and we are able to produce what is needed based on the results found.


3. What is/are the research question/questions or hypothesis/hypotheses? There were three main research questions from this study: A. Were there significant differences in the total ELA score changes in the California Standards Test (CST) between the one-to-one laptop group and the non-laptop group? B. Were there significant differences in the six subtests used to compute those total ELA scores for the same two groups? C. Can participation in a one-to-one laptop program be used to predict changes in ELA total and subtest scores over the two year period from third grade to fifth grade?


4. Describe the subject (participants) and the procedures (methods) used by the researcher(s)? There were a total of 108 participants in this study. There were 54 subjects in the control group (non-laptop users) and 54 subjects in the treatment group (one-to-one laptop users). There were 55 females and 53 males in the group. The treatment group was given laptops to use during classes for at least three to six hours weekly. The control group was not given laptops.


5. What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position. The study showed that the laptop group did not experience as much difficulty in the fifth grade as those in the non-laptop group did. Likewise, the laptop group outperformed the non-laptop group on two subtests on the ELA. I do not agree with the findings. I think that the study was inconclusive because the laptop students did not significantly outscore the non-laptop students in every area of the ELA. Moreover, they used gifted and talents students in one group. These students were sure to perform well with or without the use of laptops. Besides, “ Technology is our own response to overcoming obstacles- our methods, and our own creative attempts to solve problems in our environment” ( Roblyer & Doering, 2013). Therefore, laptops is not necessarily the answer.


6. What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest? The authors made several suggestions for furthering research including: cost-benefit analysis, not have the study be for such a long two-year period, and possibly reducing the number of participants as 30 subjects are typically used to represent a reliable population. My suggestions include: using schools with a higher percentage of free/reduced lunch (this school only had 40%), not use gifted students as a sub-group, and maybe using a school with African American students as there were none noted in the study. I think changing these variables will yield much different results. “Even though electronic technologies have been around since the 1950s, research results have not drawn a clear line between technology use and impact on educational quality (Roblyer & Doering, 2013, p. 24).

Also, check out the link on one-to-one computing. Just because we have computers, they don't work themselves. This page give great tips on how to make it work!

http://www.educationworld.com/a_tech/tech/tech197.shtml

I've learned a lot this week. Check out my Prezi and the Digital Citizenship video within.#ED5059413UWA

— Ronika Amerson (@AmersonR1) June 11, 2013

Digital Citizenship Project

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     The Promethean Board is my favorite type of technology. I have had one in my classroom for four years. The Promethean Board is a type of interactive whiteboard. Teachers are given the flexibility of making lessons engaging and interactive for students. I have found that it increases students' motivation and participation levels within my classroom. It is vital that we use nontraditional methods to encourage students to explore and solve problems (Robybler and Doering, 2013). 
     There are so many neat features to the board such as various resources to use in teaching math and voting tools (clickers) that give teachers immediate data for students. I use my clickers often for immediate results in order to form intervention groups and as a source for re-teaching skills.  Roblyer and Doering (2013) thoroughly describe the need to track our students' progress. Lastly, my favorite feature is the use of prometheanplanet.com. I am an active member of prometheanplanet in which you can find flipcharts in every subject to use and adjust as needed. This is one of the best features of the board and saves lots of time. Promethean Boards allow students to come into a world of technology that they operate in on a daily basis. It is definitely a great way to keep them involved.

My favorite technology video

http://youtu.be/gYmPeFq-IYIhttp://youtu.be/gYmPeFq-IYIhttp://youtu.be/gYmPeFq-IYI

This blog is a new form of technology to me so any input will be greatly appreciated classmates.