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Tuesday, July 9, 2013
Monday, July 1, 2013
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).
Tuesday, June 25, 2013
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
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.
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