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
Tuesday, June 25, 2013
Monday, June 24, 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.
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.
Monday, June 17, 2013
#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
Sunday, June 16, 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
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
Tuesday, June 11, 2013
I've learned a lot this week. Check out my Prezi and the Digital Citizenship video within.#ED5059413UWA
— Ronika Amerson (@AmersonR1) June 11, 2013
Monday, June 10, 2013
Digital Citizenship Project
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Tuesday, June 4, 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.
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