Welcome! I am glad you are here!
Please accompany me on this challenging journey through my Master’s program in Educational Technology at Boise State University. As I progress through the program of coursework, I will be sharing my work and accomplishments with you and I will be reflecting on the process and all that I have learned about education, technology and myself! I look forward to your impressions and feedback.
EDTECH 541 is exactly the class I was searching for when I had the idea to go back and pursue a Masters in Educational Technology. I was watching education and the world change because of the impact of technology and I wanted to know how I could be a part of that change. I have learned that technology needs to be integrated into our classrooms because it is already so much a part of our students’ lives. I also learned about relative advantage – the need to use technology to benefit our students and not just for the sake of using technology (Roblyer). Because I have been asked to teach technology to preschoolers this year, I thought it would be a great grade level to focus on for my course work. There was so little I knew about the curriculum and standards and finding ways to integrate technology was challenging. By applying the AECT standards and learning theories, I created and will be using many of the projects and lessons I have developed in this class. Applying the standards has taught me to assess and evaluate materials, resources and my own teaching to make sure my content is appropriate and comprehensive for my students. I had to stretch and be creative. I worked hard and learned a lot about myself as a teacher, a student and as a person. I believe I will be a better teacher because of it.
Part Two: Assess Your Performance
| Criteria | Outstanding | Proficient | Basic | Below Expectations |
| Content
70 points |
Rich in content, full of thought, insight and synthesis with clear connections to previous or current content and/or to real life situations made with depth and detail. | Substantial information, thought, insight and analysis has taken place with some connection to previous or current content and/or to real life situations but lack of depth and detail. | Generally competent in summarizing learning, but information is thin and commonplace with limited connections and vague generalities. | Rudimentary and superficial regurgitation of content with no connections and/or completely off topic. |
| Readings and Resources
20 points |
Readings (from course text) and other resource materials are used to support blog comments. APA style is used to cite references. | There is some reference to readings and other resource material. No or limited use of APA style references. | Little if any reference is made to readings an other course materials. | Readings and resources are not mentioned. |
| Timeliness
20 points |
All required postings are made early in the module to give others time to comment. | All required postings are made but not in time for others to read and respond. | Some or all of the required postings are made, but most are at the last minute without allowing for response time. | Some or all of the required postings are missing. |
| Responses to Other Students
30 Points |
Two or more substantial posts with at least one detailed response made to address another students’ post. | One or more satisfactory posts with at least one satisfactory response made to address another students’ post. | One satisfactory post with a brief response to another students’ post. | One brief post or no post at all and no response to another students’ post. |
Comments on my self-evaluation: 130 points/140 points
I think I could have gone a bit more in depth on some of my posts. While the posts met all criteria listed, I probably could have gone into more detail in two of the posts, rather than being concise. With three classes in a shortened semester and the workload, I think time was a rare commodity.
Reference
Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).
As we read in Roblyer (2016), there are Special Education and inclusion requirements for students with disabilities. Computer and device manufactures have built-in free features that can assist users.I am using a MacBook Pro operating OS X Version 10.9.5. I am truly astounded at all the accessibility features available to those who require assistive technologies. But I am even more surprised that these features are not more well known or publicized so that these features can be utilized to their fullest to make computers more useful for those with disabilities. I plan on sharing with staff and parents when I see the need arise.
According to Apple (2015),the following are the available accessibility features or devices for MacBook Pro.
For users with low vision or blindness,the following features are available:
Users with speech impairments can access the following features:
If a Mac user has hearing impairment or loss the following features can be accessed.
These features are available for users with physical impairments.
Those users who need assistance because of cognitive or learning disabilities can access theses features:
Apple – Accessibility – OS X. (2015). Retrieved August 10, 2015, from https://www.apple.com/accessibility/osx/
Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).
In a research article by Clark and Zagarell(2012), they describe a technological divide in the United States between the individual educators, who are the deciding factor as to whether technology is used in the classroom, and the need for technology integration.The education system in the United States continues to grapple with adapting to change, especially when it comes to integrating technology in the curriculum. The only way to give our students a successful opportunity in the world market is to bridge the technological divide that exists in our schools. (Clark & Zagarell(2012). No where in the subject areas is this more prevalent than Language Arts.
With the onset of the Common Core State Standards, administrators are requiring teachers to be proficient in using technology in the classroom for instruction and keep up to date with the training needed. However, there are many obstacles when attempting to bridge this technological divide.
Teachers’ lack of training and knowledge are the primary reasons attributed to the lack of technology integration in this country. Even though many of our new teachers have been referred to as “digital natives” Clark & Zagarell(2012), they seem to have superficial technology skills. Veteran teachers lack not only the skills of these digital natives, but also the time to receive training if it is even available. Extensive training and technology support are not provided in many school districts and therefore teachers are using the same teaching methods and tools they have always used. In addition, looking at the wide age range of the current population of teachers and the recent evolution of a more student-centered constructivist approach, there are many teachers who have not developed the necessary technology skills or are willing to give up the control that is offered in the teacher-centered models seen in past years. This lack of change in the classroom culture is further complicated with teachers’ concerns over the lack of time available to prepare and incorporate new technologies into the current classroom environment. For Language Arts teachers this can be more challenging because there is much more of a focus with tech integration, tools and apps etc. for both Math and the Sciences.
In addition to training and technology support constraints, teachers’ attitudes and perceptions about the use of technology in the classroom play key roles in whether technology integration takes place. Again, recalling the age and experience of much of the current teaching population, there appears to be a fearful attitude when using technology tools. But change is uncomfortable and hard to deal with and with the state of flux in education today with constant additions and changes to initiatives, many teachers are quietly refusing to change. Language Arts teachers may not be as prepared or ready for the switch to technology. Giving up hand writing for keyboarding, traditional hard copy research for online research and electronic reading resources rather than books can be very overwhelming for the traditional LA teacher. According to Ertmer, Addison, Lane, Ross, &Woods(2000), one teacher reported, “ I see it (technology) on the outside. It’s still touching the curriculum, but it’s not my focus.”(p.62). Many teachers view technology as an additional or supplementary activity to the existing curriculum, rather than a tool to incorporate into all aspects of the classroom.
I think one of the unique challenges seen in early elementary language arts that was mentioned in Roblyer (2016) is the idea of expanding literacy to include “digital literacies” and “informational literacy” rather than just focusing on reading and writing literacies. Expanding to include these two additional literacies will further cut in to teachers already tight schedules and because many teachers are not they themselves well versed in digital or informational technology, we once again have the issues of time and training mentioned above.
Clarke, G. S., & Zagarell, J. (January 01, 2012). Technology in the Classroom: Teachers and Technology–A Technological Divide. Childhood Education, 88( 2), 136-139.
Ertmer, P. A., Addison, P., Lane M., Ross, E., & Woods, D. (2000). Examining teachers’ beliefs about the role of technology in the elementary classroom.Journal of research on Computing in Education, 32(1), 54-72.
Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).
Here is a link to my VoiceThread about walled gardens.
https://voicethread.com/new/share/6949548/
Two global projects that are affected by walled gardens are Taking It Global and epals.com. Both of these projects provide invaluable lessons,opportuinies and experiences for students.
References:
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:Pearson Education, Inc.
Techopedia – Where IT and Business Meet. (n.d.). Retrieved July 29, 2015.
Webopedia: Online Tech Dictionary for IT Professionals. (n.d.). Retrieved July 29, 2015.
As an instructor of very young students, Internet Safety is about protection and guidance. When children are 3-5 years old, Internet safety should be presented very much the same way as other safety rules for youngsters. Presenting guidelines and expectations for Internet use is much along the same lines as “Stranger Danger”. The point is not to scare the children, but make them aware that, just like the world they live in, the Internet world has dangers as well. (Roblyer 2016) We should discuss in general terms that some places on the Internet are not for children and that sometimes there are bad people online. And just as in the real world setting, NEVER leave a young student unsupervised online.
So keeping the rules very short, basic and positive, students will take the pledge below.
Internet Safety Pledge for Preschool Students (Netsmartz 2015)
I promise to:
References
Resources
Child Rescue Network – Internet Safety
Whether you use Word or Docs, Powerpoint or Slides, Excel or Sheets there are advantages and issues of incorporating what is commonly referred to as the Basic Suite in the classroom setting. Generally speaking, the Basic Suite, according to Roblyer(2016), has some general benefits. These benefits are improved productivity of both teachers and students, improved appearance and accuracy of produced work and provides more opportunities to support the interaction and collaboration between teachers and students as well as students and students.
Specifically, Roblyer(2016) discusses the advantages, issues and uses in the classroom of each unit of the Basic Suite.
Word Processing
Advantages
1.saves time for both teachers and students
2.enhances document appearance
3.allows sharing of documents
4.allows for collaboration of documents
5.supports student writing and language learning
Issues
1.questions as to the start age of students using word processing software-how young is too young?
2.keyboard skills will be needed to be taught
3.the possible detrimental effect on handwriting skills
4.impact on assessments regarding possible biased toward students who use word processing versus handwriting and alternatively, students must have skills in order to take computer-based assessments
5.with spelling and grammar tools available to students, problems can occur with inadvertent mistakes.
Spreadsheet software
Advantages
1.saves time for all users
2.organizes displays of information
3.supports asking “what if?” questions
4.increases student motivation to use mathematics
5.helps students better understand concepts behind graphs
Issues
1.students fear of working with numbers-much more comfortable with words
2.the complexity of the program-formulas etc. can be intimidating
Presentation Software
Advantages
1.helps organize thinking about a topic
2.enhances the impact of spoken information
3.allows for collaboration on presentations
4.supports Speaking and Learning standards of the Common Core State Standards
Issues
1.overuse or improper use of bullets,lists and other presentation features
2.students can neglect relevant information if too much focus is on the slides and not the presenter
3.connection between the presenter and the learners can be lost if, again focus is on the slides.
4.time and again, multimedia principles of design are violated when creating presentations.
As we have worked through this unit, I have been inspired by the wealth of ideas and uses for classroom applications using the Basic Suite software.While there are some issues or concerns with their use, it is my belief that first, the advantages and uses far outweigh the issues. Secondly, these are the tools that our students, regardless of their current age or skill level, are going to be required to be familiar and well versed in to be successful in both education and employment. As instructors, we must familiarize our students these necessary tools!
Reference
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:Pearson Education, Inc.
According Roblyer (2016) there are five types of software for instructional use. The following is a discussion of the types of software, the benefits and limitations to the use of the software in the educational setting. I will also provide some examples of software for the preschool environment when possible.
Drill and Practice Software is software that provides exercises to the student, typically one at a time, to work through and provides the student with feedback on their performance. This type of software has the benefits of increasing student fluency, recall of prerequisite skills and rehearsal of newly learned skills.This type of software should not, however, be used for introducing new or unfamiliar material.There are benefits to using drill and practice especially at the preschool level. Students will get instant feedback and increased motivation. An example at the preschool level would be a game from Sheppard Software called Animal Forest Game.
Tutorial Software provides the student with the complete module of learning without the need for additional outside instruction. Typically this type of software is geared toward older students and adults who would have good reading skills. The benefits of tutorial software are similar to the elements of drill and practice in that there is interactivity and feedback but it also provides a complete instructional lesson on its own. For the preschool level, it is rather difficult to provide tutorial instruction that completely stands on its own, without guidance from the teacher.
Simulation Software depicts a real or imaginary environment that can model a procedure, phenomena or situation. A simulation can slow down or speed up time to provide the learner with a more complete look at a process. Experiments are safe in a simulation and allows for varied repetition. This type of software also allows students to experience things that might otherwise not be possible. For example this past year, our third graders did a lab simulation to dissect owl pellets and went on a “field trip” to the desert. Simulations save school districts money. For preschoolers, there a very few age-appropriate simulation games, but one that I discovered is a series of apps called Dr. Panda Games. These are available on all mobile platforms. There are all sorts of places students can “go” and “experience” – the pool, the hospital, the airport etc. One example is Dr. Panda’s Bus Driver. It allows preschoolers to simulate driving a bus – stop for pedestrians, pick up passengers, fill-up the gas tank etc.
Instructional Game Software focuses on students gaining knowledge in an entertaining game-like atmosphere that includes competition and rules. One of the benefits of instructional gaming that I see as important is the possibility that the student may engage longer and more meaningfully in curriculum topics in this game format. Drawbacks to instructional games software might include the students’ inability to separate fun from learning, although, again, I see this as a possible benefit. If a student is engrossed in a learning game, it is possible and probable that some authentic learning is taking place. Some school districts, teachers and parents however, have yet to see the benefits of instructional games and many districts do not have the available hardware to allow multiple students to utilize the software.
The amount of available instructional games at all grade levels is staggering!When choosing the educational value of a game, Roblyer (2016) suggests the following 7 categories:
The amount of instructional software games for preschool age students is nearly infinite but not all are age appropriate or meet Roblyr’s suggestions.Some sites I would use as examples of Instructional games for preschoolers are Starfall, More Starfall, abcYA, ABCMouse and PBSKids. These sites provide games that are age appropriate, educational, entertaining and engaging activities for younger learners.
Problem-Solving Software teaches learners how to develop problem-solving skills. The software must present challenging and motivating situations and scenarios with connections to problem-solving abilities. Benefits of this type of software include motivating students to stay on topic for a greater period of time, providing authentic problems and keeping students engaged as active learners. For younger students, PBSKids has a wonderful set of problem-solving games that are fun, entertaining and age-appropriate.
The relative advantage of using instructional software with preschool children in my opinion is to develop in these young students the skills they will need to be most familiar – technological and problem-solving skills. Using instructional software in an entertaining and engaging educational setting will develop these skills at age-appropriate levels while simultaneously presenting curriculum materials. As far back as 1999, in the area of Mathematics, the National Council of Teachers of Mathematics (NCTM) recommended that we “create a coherent vision of what it means to be mathematically literate both in a world that relies on calculators and computers to carry out mathematical procedures and in a world where mathematics is rapidly growing and is extensively being applied in diverse fields”(Clements, 1999). I believe that today, this view of literacy should encompass all areas and subjects and we must provide our youngest students with the skills they need to succeed in their 21st century environment.
References
Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th Ed.). Allyn & Bacon
Clements, D. H. (1999). Effective use of computers with young children. In J. V. Copley (Ed.), Mathematics in the Early Years. Reston, VA: National Council of Teachers of Mathematics Pages 119-128.
susan mcgannon ed tech learning log 