Top 10 Reasons for using Google Apps for Education

 

I am a Google enthusiast. I use Gmail, Google calendars for personal and project calendars and schedules, and I use Google Analytics to analyze the data from my many project websites. So I might be a bit biased. Google is changing the way we teach and learn. They are set to take over the world, one classroom at a time.

The Google App's for Education platform is excellent for facilitating online collaboration in the classroom. Chat features in the Presentations app allow for experts to collaborate directly with students on their work providing a "permeable classroom". Anyone familiar with the Microsoft suite of word processing, spreadsheets and presentation products will be able to use the Google Apps with extreme ease. Schools can register with Google to host their email communications for FREE. Free is the best price, if you ask my opinion. I see more and more schools moving to become "a Google school" and many educators, like myself, are taking the steps to become Google certified educators.   So here are my top 10 reasons to use Google Apps for Education.

1.  Unlimited Storage

Google Apps allow for unlimited storage. This means, no more servers to manage. YAY!

2. Documents automatically save!

I can not tell you how many times I have been working on a document on my computer and the power goes out or my computer decides it needs a restart only to discover I haven't saved in over an hour and all the work I have completed has disappeared. Using Google Apps, your work is automatically saved as soon as you start typing.

3. Live-time Sharing and Collaborating on all Documents

Students, teachers and experts can all collaborate in live time or asynchronously. All of Google Apps allow for multiple sharing options such as a link to it you can share with other people or an embed code where you can stick it on a website.

In my current graduate class we collaborated on a presentation and created surveys using Google Presentation and Google Forms. Classmates in several classes were able to collaborate simultaneously and asynchronously on the presentation allowing for ease of collaboration. Through the Google Forms we were able to easily share our surveys with each other. One of the bonuses to Google Forms is how the data collected is presented. Users have a choice to displaying the data via graph or pictochart, spreadsheet or analyze it using Flubaroo an add on to Google Apps.

I shared my Forensics survey with not only my classmates but also to my Facebook friends to increase the number of responses. Interestingly, CSI is the favorite of the crime TV shows but the favorite crime solving team is NCIS's Gibbs, Tony, Ziva, McGee and Abby.

Looking at short response question, such as, "What is the first word that comes to mind when you hear the word "forensics"?",  I can take all the individual  responses and create a Wordcloud to depict the most popular response, which was "science" .

When asked "Forensics scientists are still trying to uncover the details behind the assassinations of Presidents Abraham Lincoln and John F. Kennedy. Brainstorm the name of another famous crime, murder or murderer where forensics played a role in the solving of the crime. " Eight (8) out of 18 people responded with OJ Simpson, 2 out of 18 with Scott Peterson with Rasputin, The Night Stalker, Sharon Tate, Pam Smart, Kurt Kobain, Steven Avery, Ted Bundy and an "I Can't think of anyone" each with a single response.

 

Finally, when asked what their forensic specialty would be most responded with DNA analysis or fingerprinting analysis.

 These types of surveys can be used to assess students understanding of a topic, assess their anticipatory knowledge through short mini quizzes on a topic. Data can additionally be collected using Google Forms on results of lab reports or class projects and compiled into a spreadsheet which can be further analyzed by students. I particularly like to collect lab results from all the lab groups through a google form which then I share with the students to further analyze the results of our experiments. So many opportunities for additional collaboration as opportunities for students to be working at a higher level.

4. Chrome Apps and Extensions for your Browser

Students can utilize the Google drive extension for Chrome and save documents found online directly to their Google Drive account. This allows you to open Google Drive files directly from your internet browser.

5. Access to your Google Drive and Bookmarks ANYWHERE and on ANY device!

The flexibility of use allows schools to utilized the devices they currently have as well as institute Bring Your Own Device (BYOD) programs, if applicable,  as opposed to a large capital expenditure to standardize all the schools devices. Additionally, because documents save automatically, a student can work on a document from one device and later work on the same document from a completely different device.

6. Automate your workload

This means more personal time!! Google apps can "eliminate all the tedious and time consuming tasks that take up a lot of instructional time. This extra time can be allocated to learning." (Chatzopolous, 2014, para 3). Educators no longer need to grade stacks of papers by hand, assessments can be completed using Google Forms, class schedules can be shared with groups via Calendars, students can be contacted using Gmail and you can see who is working on what document all from one screen.

7. Easy data collection

Student work can be saved to a Google Drive and easily shared and data can be collected using Forms as indicated above.

 

8. Immediate feedback

Immediate feedback for students can be provided with chats, comments and live document editing. No longer do students need to wait to get their paper or project returned with the red pen remarks all over it. Peer and teacher feedback is instantaneous

9. No software is required

No software is required, all students have access to the same Apps from school, home or Timbuktu. This allows for all students to have equitable access to documents and classroom regardless of their geographic location or which device they have.

10. It's FREE

I don't think this needs any explanation!

References

Chatzopolous, Nikolaos (2014, August 24) 3 Things You Can Do with Google Classroom; Retrieved from Edudemic.com : http://www.edudemic.com/3-different-things-can-google-classroom/



The Pro's and Con's of Social Media in Education

 

The debate over technology use in the classroom is not a new one. We have debated the use of the internet, standardized testing, and the teaching of evolution in the classroom,  to name a few. The social media debate is the newest of those classroom debates. According to a 2013 PEW Research Study, 95% of all teens use the internet and 81% of those teens have a social networking site. (Madden, 2013). Social Media includes the online platforms for Facebook, Twitter, MySpace, Linked-in, Blogs, Slideshare, Flickr and other photo sharing sites, wiki’s, podcasts, and You Tube and other video sharing sites.

Social media in schools is a controversial topic. Through using social media in schools teachers have the opportunity to teach digital citizenship, though teaching of responsible online behavior, communication skills and encourage peer interactions. Social media in education can include what is appropriate to share online, how students can control their privacy settings, what they can post can influence their reputation, and what appropriate online interactions are. As students learn ho to interact and communicate online, they also transfer those communication skills into in person interactions. It is important to understand how students are using social media in their personal lives in order to understand how it can impact their education as students. "Social media, blogs and video games are improving education by increasing access to people and information in various forms, including Twitter feeds, blog posts, videos and books. These tools are also increasing people’s ability to share information with networks and contribute their own thoughts." (Pandolfo, 2012).

 

However, social media use also brings distractions of personal accounts and games. Resources are constantly shifting. Additionally, social media can distract from personal interactions and cyberbullying can potentially increase. The Edutopia website provides several resources for using social media in the classroom as well as teaching resources for digital citizenship.

 

Social media helps students learn to collaborate. “Teaching students to collaborate and be team players is just one of the benefits of teaching social media that has been identified.” (Hagler, 2013) Additionally, Hagler states “Students with social media skills will be better prepared to find and get jobs.”. According to DeCoskey (DeCoskey, 2011)“when students are participating in activities online, they’re more likely to be engaged, and achievement rates rise”.

 

While there are many benefits to using social media in the classroom, use of social media use has been linked to cyberbullying and inappropriate relationships. However, Hagler states “Given the possibilities of social media misuse, teachers have the opportunity to discuss the appropriate use of social media. Teachers have the opportunity to guide students in being respectful and courteous to people online as well as in other settings.” (Hagler, 2013)

 

In the classroom, teachers can use social media in several ways. Social media extends the classroom discussion time by bringing the discussion home via social media sites. Blogs can be used to create online science portfolios and work on peer to peer collaboration. Facebook allows educators to connect with other colleague’s students, parents and more. Google Docs can be used to collaborate between group members. Podcasts can be created for recorded lectures and posted to iTunes or other podcasting site.

Using Twitter and the 140 character limit allows students to feel less pressure when answering questions. Twitter in the science classroom, bring in current science news, which is an integral part of science literacy. Additionally, students can follow current scientists and engineers such as Neil deGrasse Tyson, NASA, Nova, Scientific American, Smithsonian, and more. Students can also live tweet with astronauts from the International Space Station. “In addition to teaching the use of Twitter, teachers have the opportunity to teach students a theory which is based on a concept that will be beneficial to them in their future professional lives.” (Hagler, 2013) Using Wiki’s, students will learn the benefit of writing collaboratively. Creating their own You Tube or Vine videos allows students the opportunity to show their creativity and share the science that is happening in their classroom. (Hagler, 2013)

My class Twitter account, allows students to connect with current science developments, connect with each other, respond to questions and receive fun and exciting news in the world of science and engineering that allow students to make real life connections.  Using Twitter in my class increases our student’s science literacy a key learning strategy in the NH K-12 Science Curriculum Framework and the Next Generation Science Standards. While teaching students to use social media, teachers have the opportunity and responsibility to help students develop other workplace skills such as collaboration and creativity while teaching students to responsible and professionally use social media.
 

Justin Marquis developed the following infographic depicting the pros and cons of using social media in education. (Marquis, 2012).

Source: www.onlineuniversities.com







Personally, I feel that with proper instruction and digital citizenship, social media can play a powerful role in education. Through social media, students gain online communication skills and digital literacy skills. Students gain essential 21st century skills necessary for post secondary education and careers. However, the teaching of social media requires diligence on the part of the teacher in order to monitor students use of social media in the school setting. For me, the pros out weigh the cons.

References

DeCoskey, R. (2011). Should Schools be Using Technology. Retrieved from Business 2 Business: www.business2community.com/social-media/should-schools-be-teaching-social-media-051782

Hagler, B. (2013). Value of Social Media in Today's Classroom. Journal of research in Business Education, 14-23.
 

Madden, M. (2013, May 21). Part 1: Teen and Social Media USe. Retrieved from PEW Research: http://www.pewinternet.org/2013/05/21/part-1-teens-and-social-media-use/
 

Marquis, Justin, PhD, (2012, Feb 3) The Pros and Cons of Social Media in Education, Retrieved from Online Universities: http://www.onlineuniversities.com/blog/2012/02/pros-and-cons-of-social-media-in-education/

Pandolfo, Nick (2012, Apr 30) Social Media and Video Games in Classrooms Can Yield Valuable Data for Teachers, Retrieved from Huffington Post:  http://www.huffingtonpost.com/2012/04/30/social-media-and-video-ga_n_1465082.html

 

 

Digital Footprints and Digital Citizenship

Source: (Zheng, 2014)

 

Your digital footprint is the trail you leave every time you go online. Its every phone call, text, tweet, website you visit. It includes the cookies on your computer, the links you click on Facebook or photos you like on Instagram.  It also includes Apps you use, Skype calls, and emails you send. It's part of your online history and can potentially be seen by other people, or tracked in a database. When thinking about digital footprints, I often find myself thinking about episodes of NCIS when McGee with just few keystrokes can access anyone’s digital footprint.  I also think about how police departments are now using Facebook to solve crimes.  Your digital footprint paints a picture of who you are. It is not possible to have no digital footprint; you always leave a trace.

Source: (Internet Society Video, 2016)

When thinking about my personal digital footprint, I used an activity from one of my Digital Forensics lesson plans, I “Googled” my name, and I looked at my web browser activity and Windows cache files. When I Googled my name I was able to easily link to my Linked In profile but had to scroll through several pages before I found another profile or link directly related to myself.  In general, I feel I am more concerned about internet security than the average adult my age. I have setup my computer to delete my temporary internet files daily, delete cookies and never ask to save cookies for each site. I have location services shut off on my phone to reduce geo-referencing. The additional work for me to type in my information each time is worth it in my mind. I can not, however, control the ads that Facebook posts that I “may be interested in” based on my internet viewing or the geo-referencing that sites do based on my home internet connection. So while I can mitigate some of my digital footprint, I cannot erase all of it.

PEW Internet research indicates 38% of children have used a tablet or smartphone before the age of 2, and that in 2015 92% of teen reported they went online daily (Lenhart, 2015). Based on these staggering statistics digital citizenship needs to be introduced when students enter school. Common Sense Media has lesson plans for digital citizenship activities for students in grades K-12 (Common Sense Media, n.d.).

The ease at which data is obtained via the internet, ease of manipulating images and information as well as ever changing rules on fair use policies make plagiarism, copyright and trademark infringement rampant and difficult to detect. However, with proper instruction and modeling, our students will understand the repercussions of their online activities and infringements on copyrights, etc and will become global digital citizens who ethically and efficiently monitor and manage their digital footprints.

References

Common Sense Media. (n.d.). Digital Citizenship. Retrieved from Common Sense Media: https://www.commonsensemedia.org/educators/scope-and-sequence

Internet Society Video. (2016, January 12). Four Reasons to Care About Your Digital Footprint. Retrieved from You Tube : https://youtu.be/Ro_LlRg8rGg

Lenhart, A. (2015, April 9). Teens, Social Media & Technology Overview 2015. Retrieved from PEW Research Center : http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Technology Integration Specialist

"21st century learning is about the experience, not about the tools you are using.” (Warlick, 2010)

          In summarizing what a technologist specialist is, I found myself listing different characteristics and traits such as creative, flexible, trainer, mediator, mentor, multifaceted and more. While a list of characteristics is good, I wanted to take my ideas on step further just like I have my students do, and create a visual depiction of my thoughts through a concept map or Mind Map.

 

Today's, students and teachers alike seemed to be born with electronic devices attached to their hands. I know that I personally rely on my smartphone far too often. There are times I wish for simpler times or poor Wi-Fi so I can unplug. However, school should not be the location where students need to unplug or power down.  “73% of Advanced Placement (AP) and National Writing Project (NWP) teachers say cell phones have become part of their classroom teaching and assignments” (Purcell, Heaps, Buchannan, &Friedrich, 2013). If we as teachers are to prepare our students for future post secondary education and computers we need to be utilizing the technology that they use in their personal lives and providing them the skills necessary to be successful citizens in the future. Some of our students only have access to these digital technologies in school. Not providing them with this access reduces the likelihood of successful careers as well as limits them in their career opportunities.

Internet use and adoptions of digital technology in the classroom varies by generation. “The youngest teachers in this group (those under age 35) are the most likely to have students develop or share work on a website, wiki or blog (45% v. 34% of teachers age 55 and older).  They are also more likely than the oldest teachers to have students participate in online discussions (45% v. 32% of teachers age 55 and older) and use collaborative web-based tools such as GoogleDocs to edit work (41% v. 34% of teachers age 55 and older). “ (Purcell, Heaps, Buchannan, & Friedrich, 2013). Socioeconomics, society, culture and geographic locations all additionally affect how we access and utilize technology in our personal lives and in our classrooms.  

Teachers often are concerned over student’s overreliance on electronic devices. Online information gathering (in the form of search engine use) tops the list of the most popular online activities, along with email communications (Purcell, Heaps, Buchannan, & Friedrich, 2013). In fact, teachers in the PEW Research Survey indicated that students equated research with “googling”. So the challenge becomes teaching students to utilize search engine results more effectively and identifying appropriate sources. Research is essential in science and the science classroom. Incorporating lessons and activities in which students are developing research skills becomes an essential task for the science teacher in order to prepare students for future post-secondary education and careers.

References

 Purcell, K., Heaps, A., Buchannan, J., & Friedrich, L. (2013, February 28). Part III: Bringing Technology into the Classroom. Retrieved from PEW Internet Research: http://www.pewinternet.org/2013/02/28/part-iii-bringing-technology-into-the-classroom/
Warlick, D. (2010, August 16). Technology for 21st Century Learning: Part 1. Retrieved from 2 Cents Worth of Seeking the Shakabuku: http://2cents.onlearning.us/?p=2712

 

 

Reflection

Reflecting back on this course, I find that my knowledge of technology integration has expanded on the pros and cons, programs, standards, and professional development. While the technology integrator position is a relatively new position within the education field is serves a valuable role within the school community. Technology integrators, specialists, coaches, etc wear the hat of teacher, administrator, trainer, facilitator and peer mentor to name a few. They are often responsible for hardware and software troubleshooting, integration within the curriculum, training their peers and serving as peer mentors.

Technology is everywhere these days. It is integrated into almost every aspect of our lives. The introduction of technology into education is not a new concept. Technology helps us better understand the world around us. However, the constant shifting of digital technologies, lack of teacher training or experience with technologies and the preconceived notion that technology integration is someone else’s problem are primary factors in technology integration.  Without professional development to support teachers with their knowledge of how, and the suitability of which, technology to use in the classroom, technology integration will not be as successful. I think that biases often hold us back from fully integrating technology into the classroom and that like our students we each learn differently, so it is important to not only understand the educational needs of our students but also of our peers so that we can support them effectively in tech integration in their own classrooms. Some of the hesitation for teachers to embrace technology is being unfamiliar with the software as well as hesitation to break out of your comfortable rhythm of instruction. The thought that instruction that is tried and true and “worked in the past”, is no longer true for our existing students. The world around us has changed so our education needs to change with it. Motivating teachers to embrace technology when unfamiliar with the program or tool can be challenging.

Throughout this course, I have collected a number of resources that has helped me more effectively integrate technology into my own lessons. The primary resource being Blendspace. Using Blendspace, I am able to consolidate my resources and lessons in one location for ease of sharing and manipulation. Students can easily access the lesson materials from my website in order to review, repeat work, or makeup missed classwork.  Using this resource, I have been able to update and add additional activities to my science lessons more efficiently as new tools and research come available. Before using Blendspace, I would make notations, post it notes or save online bookmarks for resources. The more efficient I become in my lesson plan differentiation leaves more time for professional development and meeting the needs of my students.

Technology is constantly changing. As educators we are prone to quickly jump on new exciting apps and tools to make the learning experience more fun and exciting. However, we often forget to ask ourselves if the technology is truly adding to the curriculum and advancing the students skills or if it is just allowing us to do old things in an updated method. After conducting my field experience and throughout research I have conducted as part of this course, I have added several reflections into my teaching pedagogy that include:

• Is the technology being used appropriately or “Just because it’s there”?
• Is the technology allowing the teacher/students to do old things in new ways or old things in old ways?
• Is the technology creating new and different learning experiences for the students?
• Is the teacher using technology and supporting its use in the classroom?
•  Is the teacher successfully applying technology in the classroom?
•  Are students able to use technology to enhance their learning?
• How can I plan time to have quality discussions about technology integration?
• How can I plan time to observe teachers and listen to their needs?
• How can I plan to reevaluate my coaching strategies throughout the year and not just set a plan in place at the first of the year?
• How can I take all of these questions and use the answers to differentiate technology integration coaching so that it is the most effective for each teacher that I serve?
• What instructional problem is the technology integration solving, or what problem does it need to solve based on these students' needs?

(Schiebout, 2016) (Hatten, 2014). It is my hope, through additional reflection that my evaluation and reflection will not become an afterthought and will be integrated into my daily routine. I want to be sure I am leading technology integration and challenging the teachers in my school or district to integrate technology in new ways so that they become self-sufficient and do not need daily guidance.

References

Hatten, D. S. (2014, July 21). Self Evaluation Tips for Technology Integration Specialists. Retrieved from Edutopia: http://www.edutopia.org/blog/self-evaluation-tips-tech-instruction-specialists-stephanie-hatten

Schiebout, E. (2016, February 21). Week 9 Discussion Thread 9.1 Schiebout. Retrieved from SNHU: EDU-641 - Integrating Digital Technology : https://bb.snhu.edu/webapps/discussionboard/do/message?action=list_messages&forum_id=_723978_1&nav=discussion_board_entry&conf_id=_131226_1&course_id=_69906_1&message_id=_25718355_1#msg__25718355_1Id

BYOD: Yay or Nay?

Bring your own device (BYOD) programs in schools refer to policies allowing students and teachers to bring their own personalized internet ready devices to school to use to work and learn. In our 21st century, students need to know how to convert, export, import, and move data seamlessly between apps and devices of all kinds. They should also know how to print to PDF and how to open and annotate the documents in various readers. In thinking about BYOD programs, I have conflicting views. I see the pros and the cons. However, for the most part I fall on the pro side of the debate.

“Allowing students to bring their own devices is imperative in a world filled with ever changing technology.” - Jen LaMaster (Finegal, 2012) 

The Peel School District in Ontario, Canada created the following video about their BYOD program.

(Peel Schools, 2013)

 

Utilizing a BYOD program could mean you have students using iPads, surface tablets, iPhones, Android devices, Chromebooks, Macintosh and PC laptops. However, when we think about the statistic that more than 38% of kids under the age of 2 have used a smartphone or tablet, utilizing personal devices becomes a necessity (Krumboltz, 2013).  In reality, our students personal devices are likely newer, more powerful and more advanced that the technology we have in our classrooms.

 

When surveyed, 77% of respondents were in favor of BYOD programs for schools ISTE, 2012, p. 11). BYOD programs create a student centered classroom that promotes student creativity, innovation, exploration, and fosters learning outside of the classroom. Technology Coordinator Robert Stackpole makes a powerful statement, “You can’t provide a 21^st century education without 21^st Century tools.” (Finegal, 2012). Classroom walls are broken down as students take their learning with them on their personal devices.

 

The Nays

Despite all the pros to BYOD programs, there are several negative aspects. Troubleshooting is one of the biggest challenges to BYOD programs and requires educators to utilize higher order thinking skills. Schools need to develop acceptable use policies, create multiplatform hardware and software support systems and increase bandwidth capacities. Student devices are often blocked on school Wi-Fi networks as well as information security issues.   Gary Stager, director of Constructing Modern Knowledge Institute states “We impair such empowerment when we limit educational practice to the functionality of the least powerful device.” . (Finegal, 2012, p. 9)

The Reality

BYOD programs come with pros and cons and I see validity with each side. However, for me, the "yays" outweigh the "nays". BYOD programs foster student innovation, exploration and creativity. As Robert Stackpole stated, "You can’t provide a 21^st century education without 21^st Century tools.” so allowing students to bring their own devices is a necessity. However, the reality of implementation is daunting. To combat this Vicki Davis summarizes 51 apps that can be used with BYOD programs in an Edutopia blog article  (Davis, 2014).

References

Davis, Vicki (2014, June 10) The Epic BYOD Toolchest (51 Tools You Can Use Now), Retrieved from Edutopia: http://www.edutopia.org/blog/the-epic-byod-toolchest-vicki-davis

 

Finegal, Diana (2012, February) Is BYOD the Answer to our Problems or the Worst Idea Ever? Retrieved from Learning and Leading with Technology: http://www.learningandleading-digital.com/learning_leading/201202?pg=7#pg7

 

ISTE (2012, February) Should Students Use their Own Devices in the Classroom? Retrieved from Learning and Leading with Technology:http://www.learningandleading-digital.com/learning_leading/201202?pg=11#pg11

 

Peel Schools (2013, January 23) Why BYOD? Retrieved from You Tube: https://www.youtube.com/watch?v=A7zHdGfN530

 

 

 

 



Apps, Blooms, and Classroom Configurations...oh my!

          Technology has changed how we learn, work and play. Technology is infused in every aspect of our lives. Libraries now "check out" digital copies of books for Kindle and Nook users, we pay out bills and bank online, news breaks online well before it reaches print stage in newspapers and magazines. So, it comes as no surprise that our education system needs to change to incorporate more digital technology. However, we are often at a loss to connect the new technologies, wade through all the fads and fully understand and master the technology in order to use it to teach our students, prepare them for the future and connect it to Blooms levels of learning.

Blooms Taxonomy and Digital Technology

Blooms Taxonomy is a classification of the levels of learning thought to be important in the learning process. The classification system was presented in 1956 by educational psychologist, Benjamin Bloom (Overbaugh, n.d.). Blooms taxonomy is broken down into 6 levels which include Remembering, Understanding, Applying, Analyzing, Evaluating and Creating. (Overbaugh, n.d.) In the analyzing level, students distinguish between different parts of the task or method. Blooms Taxonomy was reimagined as a wheel that relates a variety of verbs and activities associated with each level of thinking. Allan Carrington created a fantastic modification to the Blooms Taxonomy wheel (shown left)  that includes technology apps associated with each level of thinking.

         Scott Rocco, Brad Currie and William Krakower of a New Jersey School District took Carrington's wheel and created a Google Doc summarizing the Apps found in the chart. Their document contains links to access the apps and how they can be used to support Bloom's levels of thinking and learning.

So, the first battle is solved. We know what apps apply to what level of Blooms thinking, but, how do we integrate these into our lessons when our classrooms are still stuck in 1996? Our classrooms and schools have a wide variety of resources and technology configurations ranging from the one computer classroom to schools with Bring Your Own Device (BYOD) programs. Each of these configurations has pros and cons.

The One Computer Classroom

Most classrooms I have been in have at a minimum, a computer attached to a projector. This can be used to show video clips and movies to the students. It can also be used to play class wide games and collect class responses. I have often heard from educators though that it is a detriment when trying to implement individualized learning and assigning digital based project assignment. While I agree it poses a challenge, with a bit of planning and creativity even this most basic setup can be use to create an interactive classroom environment. Some suggestions for using the one computer classroom are as follows:

• Assign roles to students in the class and take turns having students operate the mouse
• Students can take turns entering their responses for activities into a database that projects the class responses on the screen
• Create class wide word clouds, mind maps, etc
• If your classroom computer is stationary at the rear of the room, create a schedule with time limits for students to access it
• Use the computer as a part of a learning station during an activity so groups of students are moving through different stations.
• Skype as a class with an expert or another classroom in the world
• Partner with team teachers and make the single computers in each classroom portable on carts to be able to share between classrooms as needed.

Small Cluster of Classroom Computers (3-10 devices)

           Other classrooms have not one but three to four computers stationed in the room. This configuration again limits the amount of individualized learning that can occur. However, collaboration is an essential learning skills that students need to learn in order to be successful. Utilizing more group based assignments and using the classroom computers as work stations that students rotate through as part of a project will facilitate a collaborative learning environment.

• Classroom games can be played as teams with groups responding via computer
• Collaborative work via Google Apps
• Groups can work on projects which are then submitted to the teacher and projected on the larger screen for peer assessment.

Computer or iPad Cart (20-25 devices)

             Classrooms with access to a computer cart or iPad cart with many devices have an advantage if the number of students equals the amount of devices. One of the disadvantages I have observed with using iPad/computer carts has been devices that aren't charged from the previous class that used them, not all the devices have the correct app on them and the time it takes to load each devices. Teachers need to plan in advance of using the devices to ensure that the appropriate app for the activity has been downloaded. A larger issue is the charging of the devices. Taking the time to ensure that students have plugged the devices back in after use will go along way to assisting the next person who has reserved the cart. Always have a back up plan no matter what you do! But, what happens if you have more students than devices? Simple, more group work. Students could choose to work independently or pair lower achieving students with higher achieving students to allow for peer tutoring.

Computer Resource Room (30 computers; 1:1)

          The majority of schools I have been in have computer/resource rooms set up with the computers all along the walls so the students have their backs to you most of the time. How can you instruct them when they are facing away from you. Personally, I find the best use of computer/resource rooms to be when having students work on independent projects. So that they can individually research, edit, publish etc. I typically use them after I have previously instructed students and introduced the project as a whole class.

Bring Your Own Device Programs (1:1)

         I have mixed feelings about the Bring Your Own Device (BYOD) programs. While it is a cheaper option for school districts to not have to purchase so much hardware, how do you make it equitable for those students who are financially at a disadvantage? How do you handle IT support for so many different devices some of which may not have internet access. I do not think there is a simple answer to these problems. Jason Twaddle summarizes the benefits of BYOD programs in his blog post on Marco.

           I have summarized my pros and cons for each scenario in the following Google Doc. Whether you have just the single computer classroom or a BYOD program, with creativity, planning and some innovation you can create an interactive learning environment for your students.

 

References

Carrington, Allan (2015, January 3) The Padagogy Wheel V4.1,  Retrieved from Unity College: http://www.unity.net.au/padwheel/padwheelposter.pdf

Twaddle, Jason (n.d.) How Can Schools Benefit from Bring Your Own Device Programs, Retrieved from Marco: http://blog.marconet.com/blog/how-schools-can-benefit-from-bring-your-own-device-byod-programs

Rocco, Scott; Currie, Brad; Krakower, William (2015) Blooms Taxonomy Apps,  Retrieved from Google Docs: https://docs.google.com/spreadsheets/d/1dlcbtNUwun1tG4-2yQTnbZjLYouAqu_4kB5q2RWeD0U/edit?usp=sharing

 

 

Tools for Data Analysis

     Web 2.0 tools such as Google Sheets,  and Zoho can be used to tabulate, analyze, and share data.  Mashable provides an additional list of 12 online spreadsheet programs.  Personally, I like to use Google products because they work seamlessly with Microsoft Office and I am an Office girl. Google allows for documents to be shared via a link without a maximum number of collaborators, which provides seamless sharing options. Data can be shared between educators, with administrators, with parents/guardians and with the students themselves.

    The data tabulated in the Google Sheet below represents student data from a hypothetical classroom. Within the hypothetical scenario, an assessment was given to 12 students at a middle school to assess all students within a single grade level. Student responses were compared to correct responses for each individual assessed standard as well as for each individuals performance on the assessment. Incorrect answers are highlighted in yellow.

     Student data was organized into groups that met the standards being assessed, students that did not meet the standards assessed as well as Groups for Advanced (limited supports), Proficient (moderate supports), Basic/Below Basic (intensive supports).



     The results above do not represent the whole picture. In-class assessments, existing educational supports and observations should also factor into instructional decisions. (Alber, 2014) However, the resuls are the starting point to begin a re-teaching/re-learning process.Based on the results presented only one student, "Zucy", falls in the Advanced category with only one missed question. All but one student incorrectly answered Question #6. Additionally, those incorrect answers ranged across the board indicating overall misunderstanding of the standard. Standard 6 should be retaught as an entire class rather than in small groups. 

     Online spreadsheets can be used to tabulate classroom, grade and school data and assess areas of successes as well as areas that need to be retaught or limitations of understanding. Student data can be tracked over time to show areas of growth.

References

Alber, Rebecca (2014, January 15) 3 Ways Student Data Can Improve Your Teaching, Retrieved from Edutopia: http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

How Technology Integration can Improve Learning

Technology Use Survey

The planning process is essential when making any plan. In order to establish a baseline for professional development plans for technology integration, the use, comfort level and understanding of needs of peers and colleagues is essential. The following 11 question survey collects data useful in the development of a technology integration professional development plan.

TPACK

Teaching is multifaceted and complex. Technological pedagogical content knowledge or TPACK, describes the type of teacher knowledge required to teach with technology. The TPACK model builds on Lee Shulman’s theory of teacher knowledge, pedagogical content knowledge (PCK). Shulman defined PCK as “teachers’ interpretations and transformations of subject-matter knowledge in the context of facilitating student learning.” (Koehler & Mishru, 2008). Shulman further proposed 6 key elements, knowledge of representations of subject matter (content knowledge), understanding of students’ conceptions of the subject and the learning and teaching implications that were associated with the specific subject matter; general pedagogical knowledge (or teaching strategies); curriculum knowledge; knowledge of educational contexts; and knowledge of the purposes of education.

        TPACK “is the intersection of teachers’ knowledge of curriculum content, general pedagogies, and technologies” (Haris & Hofer, 2009). TPACK is further broken down into the relationship of three intersections of knowledge, pedagogical Content Knowledge (PCK) technological content knowledge (TCK) and technological pedagogical knowledge (TPK)convergent interaction. These intersections can be further defined as how to teach particular content-based material (PCK), how to select and use technologies to communicate particular content (TCK) and how to use particular technologies when teaching (TPK). The TPACK model focuses on how pedagogy, content and technology work together rather than focusing on each part in isolation.  (Koehler & Mishru, 2008).

 

         So, how does the TPACK model fit into today’s classrooms? Teachers inherently have a mastery of pedagogy and content through their years of school, teaching preparatory classes and discipline. However, the majority of teachers do not have a mastery of technology. Technology is not their area of expertise like pedagogy or content knowledge is. The introduction of technology into education is not a new concept. Technology helps us better understand the world around us. However, the constant shifting of digital technologies, lack of teacher training or experience with technologies and the preconceived notion that technology integration is someone else’s problem are primary factors in technology integration.  Without professional development to support teachers with their knowledge of how, and the suitability of which, technology to use in the classroom, technology integration will not be as successful. In an activity based approach, “technology selections are not made until curriculum-based learning goals and activity designs are finalized.” (Haris & Hofer, 2009). The TPACK model shifts the focus to the content and standards as opposed to making the content and standard fit the technology being used. Haris and Hofer provide a comprehensive list of activities and associated possible technologies that can be implemented. Many of these digital activities, wikis, blogs, video making, online polls, and collaborative sheets can be used across a multitude of disciplines. In the science classroom, blogs can be used to photo document laboratory assignments, projects, provide an online reflective journal and more. In the English classroom, blogs can be used to compile creative writing, or reflections on works read or written.  In the math classroom, blogs can then be used for reflections or developing math proofs or to investigate math principles.

How do we ensure TPACK is being used as opposed to PCK? Mark Anderson suggests the following:

• Create a learning and sharing culture where there are opportunities for staff to develop their technological skill
•  Run workshops organized as school but run by colleagues or students who are already at Mastery or better level, to further support their development.
• Give students the opportunity to show their skills through digital opportunities.
• Don’t let the technology dictate learning, combine pedagogy with content knowledge
• Provide opportunities for staff to meet to discuss developments they have encountered using technology.
• Build a set of core apps which all staff can use at a mastery level so that consistency, confidence and competency can flourish

(Anderson, 2013)

Personally, I spend the majority of my “free time” updating lesson plans, test questions, class activities to incorporate technology and increase the connection of material to students “real lives”. This updating requires a large investment of time. Time we often do not have as educators. However, it is time that is required if we are to provide our students with the skills needed for the future.

 

References

Anderson, M. (2013, May 28). Technological Pedagogical Content Knowledge. Retrieved from ICT Evangelist: http://ictevangelist.com/technological-pedagogical-and-content-knowledge/

Haris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. Research highlights in technology and teacher, 99-108. Retrieved from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Koehler, M., & Mishru, P. (2008). Introducing TPCK. In M. Koehler, & P. Mishru, Handbook of Technological Pedalogical Content Knowledge (TPCK) for Educators (pp. 3-29). Routledge . Retrieved from http://punya.educ.msu.edu/publications/koehler_mishra_08.pdf