Thursday, January 14, 2016
Sunday, July 26, 2015
Horizon Report Reflection
The New Media Consortium. or NMC, releases its Horizon Report annually. I read two from the K-12 Edition in the area of Important Developments in Education Technology. Technologies are categorized by their projected time for adaptation: one year or less, two to three years, or four to five. My selections covered the furthest horizon and discussed digital badges and wearable technology.
Digital Badges provide a way of recognizing skills and achievements that, unlike grades, have not been noted in the past. Badge types and names can vary widely; they could be used to recognize group collaboration skills or be awarded for overcoming an obstacle in a task. Currently, there are a number of different groups and foundations working to align badges with specific requirements already in place for systems like college acceptance as well as implement their systems with schools and businesses.
There are a number of pros and cons to a badge system. One benefit for badges is providing evidence of various soft skills that are valued in higher education and employers. Another is that the can provide a structure for completing a number of tasks that are necessary for acquiring things like licensure and acceptance at a school or business. Badges can also be an incentive in themselves for others to work to earn and collect. This idea has found as many critics as supporters. Some are concerned that badges could spark unnecessary competition between students, or that the badges themselves become the focus for motivation instead of desire for self improvement or of wishing to make a positive impact on others and their surroundings. Another con lies in the Digital Badge's infancy. Until a common system of badges is established, avoiding issues like overlapping themes and irrelevance in areas that aren't using the same system, badges themselves could lack the value to be the benefit they are intended to be, even if good systems have been put in place.
The second article concerned the use of wearable technology in the classroom. Wearable technology is most recognized in earlier years as the calculator wristwatch. Since then, watches have been made that can share exponentially more information to--and about--the user than just a few years ago. It's usage in the classroom is still very limited because it's so new, but a few instances have been noted in parts of the county. Many education classes have used step counters before to help students be aware of how much movement they have in a day. Today's technology can also provide feedback to the user, based on the data it received, in such areas as what and how much to eat and what kind of exercise to do in addition to stats on heart rate and movement. To the extent in which wearable technology is used in the classroom, it will first come out for assisting students with special needs. From auditory apps that can help access content from the Internet and run it directly to devices for hearing impaired students to devices that can provide feedback to professionals from students with severe learning or physical disabilities, wearable technology will help these students learn and perform at levels not possible before. Regarding their integration into the general population, time will tell. The costs are high right now, as they are with any new technology, and safeguards will need to be put into place first that will address privacy and academic integrity concerns. That said, like the badge system, wearable technology is still a few years out, but the initial looks show promise.
From: NMC Horizon Report 2015 K-12 Edition. (n.d.). Retrieved July 25, 2015, from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
Digital Badges provide a way of recognizing skills and achievements that, unlike grades, have not been noted in the past. Badge types and names can vary widely; they could be used to recognize group collaboration skills or be awarded for overcoming an obstacle in a task. Currently, there are a number of different groups and foundations working to align badges with specific requirements already in place for systems like college acceptance as well as implement their systems with schools and businesses.
There are a number of pros and cons to a badge system. One benefit for badges is providing evidence of various soft skills that are valued in higher education and employers. Another is that the can provide a structure for completing a number of tasks that are necessary for acquiring things like licensure and acceptance at a school or business. Badges can also be an incentive in themselves for others to work to earn and collect. This idea has found as many critics as supporters. Some are concerned that badges could spark unnecessary competition between students, or that the badges themselves become the focus for motivation instead of desire for self improvement or of wishing to make a positive impact on others and their surroundings. Another con lies in the Digital Badge's infancy. Until a common system of badges is established, avoiding issues like overlapping themes and irrelevance in areas that aren't using the same system, badges themselves could lack the value to be the benefit they are intended to be, even if good systems have been put in place.
The second article concerned the use of wearable technology in the classroom. Wearable technology is most recognized in earlier years as the calculator wristwatch. Since then, watches have been made that can share exponentially more information to--and about--the user than just a few years ago. It's usage in the classroom is still very limited because it's so new, but a few instances have been noted in parts of the county. Many education classes have used step counters before to help students be aware of how much movement they have in a day. Today's technology can also provide feedback to the user, based on the data it received, in such areas as what and how much to eat and what kind of exercise to do in addition to stats on heart rate and movement. To the extent in which wearable technology is used in the classroom, it will first come out for assisting students with special needs. From auditory apps that can help access content from the Internet and run it directly to devices for hearing impaired students to devices that can provide feedback to professionals from students with severe learning or physical disabilities, wearable technology will help these students learn and perform at levels not possible before. Regarding their integration into the general population, time will tell. The costs are high right now, as they are with any new technology, and safeguards will need to be put into place first that will address privacy and academic integrity concerns. That said, like the badge system, wearable technology is still a few years out, but the initial looks show promise.
From: NMC Horizon Report 2015 K-12 Edition. (n.d.). Retrieved July 25, 2015, from http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
Saturday, July 25, 2015
CLASSROOM MANAGEMENT TOOLS
Classroom management and student behavior are topics of discussion--and dissension--at my school every year. At the end of last year I decided to join the committee responsible for addressing school wide initiatives for improving and maintain good behavior. Currently, we have a card system in place; students that exhibit negative behaviors after an initial warning are told to set their green cards to red. Behaviors that persist or are more serious infractions are set to red. The most negative behaviors like fighting are addressed with a orange card, and student's parents are contacted. Beyond the orange, rarely do the consequences for the different colors correspond between individual classrooms: some really use their behavior boards and some, well, don't. To make matters worse,the boards themselves are hard to use. The colored paper is hard to slip in and out of pockets, and students who move through a lot of colors can be easily identified by the creased, wrinkled wads the papers form into as the year progresses. Fortunately, technological tools exist that can create a cohesion amongst teachers while providing fast, effective feedback on behavior to students and their family without having to kill trees.
Class Dojo is a site I'd already heard about at my school but had not put into practice myself. A colleague of mine in the fifth grade (who also loves to try new tools of technology) spoke highly of it last year and suggested I give it a try. Getting set up with Class Dojo (just go to classdojo.com to get started) was extremely easy; a sample class was already set up so that I could immediately begin using it as though I were in class with my students.
Class Dojo is perfect for teachers that have tablets with them. This allows them to tap their screens and provide input on a student the moment a behavior occurs. Each time behavior is noted and recorded, Class Dojo will automatically keep track of the number of positive and negative marks, keeping a net number next to the student to note their overall behavior during the lesson. Once marking is complete, a report is quickly generated, showing the behavior scores for individual students as well as the entire class. This information can be shared with parents, students, or held and used by the teacher for planning future assignments, seating arrangements, and other student considerations.
Class Dojo can be incorporated into existing behavior plans, too. For my own classroom, I would use class dojo along with my card system. Instead of changing the cards throughout the day, I would use Class Dojo to keep track of all student bahaviors throughout the lessons, showing students their results so that they can keep track and monitor themselves, too. Then, at the end of the day, students' net scores would be shared, and depending on their number, students would set their color and reflect on what they did to land there. Using the reports on Class Dojo, the student could work with the teacher to learn when specific problems and successes took place and make a plan to for improvement or maintenance the following day. Just like with their academics, if the the students don't know what their behavior is and what is supposed to be, they'll never know what to do to improve or stay the course.
Class Dojo is free to use. Additional information can be found at: https://www.classdojo.com/about/
Sources:
https://www.classdojo.com/about/
Class Dojo is a site I'd already heard about at my school but had not put into practice myself. A colleague of mine in the fifth grade (who also loves to try new tools of technology) spoke highly of it last year and suggested I give it a try. Getting set up with Class Dojo (just go to classdojo.com to get started) was extremely easy; a sample class was already set up so that I could immediately begin using it as though I were in class with my students.
Class Dojo is perfect for teachers that have tablets with them. This allows them to tap their screens and provide input on a student the moment a behavior occurs. Each time behavior is noted and recorded, Class Dojo will automatically keep track of the number of positive and negative marks, keeping a net number next to the student to note their overall behavior during the lesson. Once marking is complete, a report is quickly generated, showing the behavior scores for individual students as well as the entire class. This information can be shared with parents, students, or held and used by the teacher for planning future assignments, seating arrangements, and other student considerations.
Class Dojo is free to use. Additional information can be found at: https://www.classdojo.com/about/
(Click on the link above for descriptions of the following standards this tool can address.)
Communication and collaboration (a, b,)
Research and information fluency (d)
Critical thinking, problem solving, and decision making (b, c)
Digital citizenship (a, b, c, d)
Technology operations and concepts (a, b)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and creativity (a, b, c,d)
Design and develop digital age learning experiences and assessments (a, c)
Model digital age work and learning (b, c, d)
Promote and model digital citizenship and responsibility (a, b, c)
Engage in professional growth and leadership (a, b)Sources:
https://www.classdojo.com/about/
OPEN ED SITES
As technology continues advancements in all areas including education, several sites have come along that have taken education further than simply providing supplements or support. Open education sites, like Kahn Academy and OpenEd, have worked to creative comprehensive platforms that have even acted as the primary source of learning for some people. For students in the elementary classroom, open education sites can act as great resources to support student learning and track progress.
The first thing I noticed--and appreciated--when considering these sites for my own class centered around their structure. All of the sites I visited had content rooted in the Common Core. Lessons were identified by standard and strand and contained the same concepts across sites. This alignment is particularly useful when districts adopt the common core and need material that is already structured, leveled, and available.
Sources:
The first thing I noticed--and appreciated--when considering these sites for my own class centered around their structure. All of the sites I visited had content rooted in the Common Core. Lessons were identified by standard and strand and contained the same concepts across sites. This alignment is particularly useful when districts adopt the common core and need material that is already structured, leveled, and available.
Kahn Academy's Content as Structured by Common Core
Lessons and Video page on OpenEd showing Common Core Connections
If possessing the appropriate content for learning wasn't enough to persuade teachers to try them out, the user-friendly layout makes setting up one's classroom, assigning tasks and videos to student, and assessing what they've learned quick and easy. In just a few minutes I was able to create a profile, start a class, set up my roster, send out invitations, and assign work on both of these sites. While both sites are easy to use, students may prefer to use one more than the other. Providing options like which site to use while maintaining adherence to instruction of the same material is yet another pro to open education sites.
There are cons to using open ed sites as well. For one, some students don't learn as well from online learning, and other might like it but lack the resources outside of school to use it. In addition, the more sites a teacher has up for students to use, the more time it will take checking in on students in different locations to assign them different tasks. Using too many of these types of sites can leave a teacher short on time, a problem that technology is suppose to address instead of create.
Kahn Academy is free to use. OpenEd is also free to use but does contain premium and school membership options as listed below:
As with any site or technological resource, the amount that one gets out of it is proportional to the amount of time and energy one puts into it. This is true for teachers as well as students. Sites like Kahn Academy and Open Ed are providing opportunities for learning that never existed before, but the opportunity must be taken for there to be a chance of success. Once teachers have explored these sites for themselves, considered the needs of their students, and know what they want out of open ed sites, these tools can provide the extra practice and new experiences for learning will they understand what will work for them and what work they'll need to put in.
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (a, b, c, d)
Communication and collaboration (a, b, c, d)
Research and information fluency (b, c,)
Critical thinking, problem solving, and decision making (a, b, c)
Digital citizenship (a, b, c, d)
Technology operations and concepts (a, b, c, d)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and creativity (a, b, c,d)
Design and develop digital age learning experiences and assessments (a, b, c)
Model digital age work and learning (a, b, c, d)
Promote and model digital citizenship and responsibility (a, b)
Engage in professional growth and leadership (a, b, d)Sources:
SNAPGUIDE
Modeling procedures is something teachers will do with their students--especially elementary--nearly every day.With the proper tools, like SnapGuide, time and effort can be spent on other activities so that technology can instruct and provide lessons using flowcharts and step by step instructions.
In the past, I had spent a lot of time modeling the steps for making a calendar each fall, then repeating them as I made another calendar with the class as each student made his/her own. The following month when a new calendar was made I found myself having to repeat the steps and directions to many students who'd already forgotten the procedure. With SnapGuide, once a presentation is made and saved, the address can be embedded into newsletters, emailed homework assignments, or bookmarked on classroom computers for students to explore on their own without additional time and assistance being needed from the teacher. Below is the guide I created:
As you can see, guides like these are able to provide students with assistance with their learning at a pace that is set by that student. Users can scan, review, and go back to previous directions as many times as they need without disrupting the flow of the class like it would with more traditional forms of lecture and instruction. Students can use guides as part of a station set-up, create their own as they learn to create flowcharts and write procedure text, and review previous taught and practiced material.
The applications for teachers are numerous. Once a guide as been created on SnapGuide, it's saved and doesn't need to be reproduced every year. Students can review the guides on their own, giving the teacher more time to be available for other questions and concerns. They're also fun to make, giving students a different medium that paper and pencil to create and share their ideas and learning.
Concerning cost, SnapGuide is free to use. It can be found at: https://snapguide.com
Sources:
In the past, I had spent a lot of time modeling the steps for making a calendar each fall, then repeating them as I made another calendar with the class as each student made his/her own. The following month when a new calendar was made I found myself having to repeat the steps and directions to many students who'd already forgotten the procedure. With SnapGuide, once a presentation is made and saved, the address can be embedded into newsletters, emailed homework assignments, or bookmarked on classroom computers for students to explore on their own without additional time and assistance being needed from the teacher. Below is the guide I created:
As you can see, guides like these are able to provide students with assistance with their learning at a pace that is set by that student. Users can scan, review, and go back to previous directions as many times as they need without disrupting the flow of the class like it would with more traditional forms of lecture and instruction. Students can use guides as part of a station set-up, create their own as they learn to create flowcharts and write procedure text, and review previous taught and practiced material.
The applications for teachers are numerous. Once a guide as been created on SnapGuide, it's saved and doesn't need to be reproduced every year. Students can review the guides on their own, giving the teacher more time to be available for other questions and concerns. They're also fun to make, giving students a different medium that paper and pencil to create and share their ideas and learning.
Concerning cost, SnapGuide is free to use. It can be found at: https://snapguide.com
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (a, b, c, d)
Communication and collaboration (a, b, c, d)
Research and information fluency (b, c, d)
Critical thinking, problem solving, and decision making (a, b, d)
Digital citizenship (a, b, c, d)
Technology operations and concepts (a, b, c, d)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and creativity (a, b, c,d)
Design and develop digital age learning experiences and assessments (a, b, c)
Model digital age work and learning (a, b, c, d)
Promote and model digital citizenship and responsibility (a, b, c)
Engage in professional growth and leadership (a, d)Sources:
A place for makers. (n.d.). Retrieved July 17, 2015, from
https://snapguide.com/
WEB 2.0 AND 3.0 TOOLS
As technology improves, so does the way we view the tools and experiences we have with those tools on the Internet. Before introducing one such tool, let's take a look at what web 1.0, 2.0, and 3.0 tools look like:
In short, the numbers have changed as the Internet itself has evolved. Web 1.0 is a closed system, publishing is done individually, communication is one-way, involvement is passive, and content from websites--mostly personal in nature--is read-only. The structure of Web 2.0 is very different: work is collaborative, uses group participation, and two-way communication, has active involvement, and content is user-generated. Web 3.0 represents another step. It's sometimes referred to as the "semantic Web," where computers will be generating raw data on their own. For Web 1.0 and 2.0, the Internet is trapped within the physical walls of the computer, but as more devices get connected (like cars, smart phones, and household appliances), the Internet will become more omnipresent. Devices will be able to share data between each other and create new information.
Sites like HappyClass have been created with collaboration and user-generated content. Instead of using paper and pencil to draw out seating assignments, saving the copies as the year continues to ensure seating variety (not to mention provide reminders about what students should or shouldn't be seated near each other). With HappyClass, a teacher can quickly create seating assignment in any arrangement she/he feels fit, change assignments with the click of the mouse, and save previous arrangements for future reference. In addition, notes can be taken and recorded, helping the teacher remember what specific students work well and not so well with each other. Configurations can be shared and compared with colleagues and provide additional behavior insights that could be shared at conference time.
Creating your class seating assignments is extremely easy. Click the mouse to add a desk; click on the desk again to remove it.
Sources:
In short, the numbers have changed as the Internet itself has evolved. Web 1.0 is a closed system, publishing is done individually, communication is one-way, involvement is passive, and content from websites--mostly personal in nature--is read-only. The structure of Web 2.0 is very different: work is collaborative, uses group participation, and two-way communication, has active involvement, and content is user-generated. Web 3.0 represents another step. It's sometimes referred to as the "semantic Web," where computers will be generating raw data on their own. For Web 1.0 and 2.0, the Internet is trapped within the physical walls of the computer, but as more devices get connected (like cars, smart phones, and household appliances), the Internet will become more omnipresent. Devices will be able to share data between each other and create new information.
Sites like HappyClass have been created with collaboration and user-generated content. Instead of using paper and pencil to draw out seating assignments, saving the copies as the year continues to ensure seating variety (not to mention provide reminders about what students should or shouldn't be seated near each other). With HappyClass, a teacher can quickly create seating assignment in any arrangement she/he feels fit, change assignments with the click of the mouse, and save previous arrangements for future reference. In addition, notes can be taken and recorded, helping the teacher remember what specific students work well and not so well with each other. Configurations can be shared and compared with colleagues and provide additional behavior insights that could be shared at conference time.
Creating your class seating assignments is extremely easy. Click the mouse to add a desk; click on the desk again to remove it.
Once desks are added, student names can be submitted before HappyClass automatically generates seating assignments for the class.
Initially, all students are "happy" with their seating arrangements. Over time, the teacher will notice that some students do not get along with each other, and other get along too well.
As the screenshot above shows, once an individual student is selected, a visual menu will pop up, allowing the teacher to put in feedback about that student's behavior/disposition. HappyClass will then switch that student's seat with another student that is a better match for that particular group.
While there is no cost for initial sign-up, Happy Class has a tiered structure that allows for more tool access at an additional cost. Below is a table that outlines cost:
For any teacher that want to let the sites like Happy Class do some of the work for them so she/he can focus on other important things, this tool will allow the freedom of restructuring seating assignments without the headaches associated with using more antiquated systems.
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and creativity (a, b, c,d)
Design and develop digital age learning experiences and assessments (a, b, c)
Model digital age work and learning (b, c, d)
Promote and model digital citizenship and responsibility (a, b, c)
Engage in professional growth and leadership (b, d)Sources:
Web 2.0 vs. Web 3.0 - What Really is the Difference? (2015,
April 3). Retrieved July 18, 2015, from http://randymatusky.com/2015/04/03/web-2-0-vs-web-3-0-what-really-is-the-difference/
HappyClass: Automatic Classroom Seating Chart Maker for
Teachers. (n.d.). Retrieved July 17, 2015, from http://happyclassapp.com/
Web 2.0, Web 3.0, and the Internet of Things. (2014, October
14). Retrieved July 17, 2015, from http://www.uxbooth.com/articles/web-2-0-web-3-0-and-the-internet-of-things/
VOCAB AHEAD
As students learn more words they become better readers, writers, and speakers. In the last several years my district has placed an added emphasis on vocabulary acquisition with the adoption of the Literacy by Design language arts program. Every theme contains 10 new vocubulary words that students will copy along with the definition into vocabulary journals along with drawing a picture that illustrates the words. Lessons in each them address the new words, encouraging students to create graphic organizers and write sentences to help them remember the words' meanings and uses in sentences.
After a few years of using this curriculum, we found that many students were not acquiring as much new vocabulary as we'd wished, so we looked at the assessements, as well as our own teaching practices, to try to determine where and when the learning broke down. What we discovered is that those teachers that addressed vocabulary every day in classes, working with students to apply newly learned words into their work on a regular basis, had the highest scores on the assessments. Those teacher that simply had their students do the initial lesson in their vocabulary journals did not see the same improvements. Just like the saying goes, students that didn't regularly use the new learning, lost the new learning. How then, can a teacher improve vocabulary scores when class time is limited? Programs like VocabAhead are tools to help teachers and students do just that.
VocabAhead (found at http://www.vocabahead.com/) is an online tool that contains a database of hundreds of vocabulary words, including their meaning, an illustration, as well as an audio for both so that students can hear pronunciation and the word's correct usage. Teachers can create their own custom lists for students to study, apply, and practice before being assessed on what they'd learned. VocabAhead is a great start but most likely not the only resource a teacher will need to address all of the words he/she wants learned in the classroom in a year. For one, the program addresses words that are for the 6th grade and up, so many elementary teachers will not be able to use the majority of indexed words. That said, I found several that are not only vocabulary words addressed by our LbD curriculum but also words that I use myself with the class throughout the year. For my own room, I created a list after searching through every word in the site's database, about 50 words in all.
I plan to start using this program with students that have mastered the assigned vocabulary and want to learn new words. The words can also be used for students that don't understand a word I used in my own lecture but is found on VocabAhead's list. For them I can assign them the task of finding, learning, and reporting on the word instead of just telling them the answer myself.
Quizzes on VocabAhead's site allow students to review what they've learned. They are self generated and listed as selected response. I tried taking a 10-question quiz myself on my new words and did fairly well:
Sources: http://www.vocabahead.com/
After a few years of using this curriculum, we found that many students were not acquiring as much new vocabulary as we'd wished, so we looked at the assessements, as well as our own teaching practices, to try to determine where and when the learning broke down. What we discovered is that those teachers that addressed vocabulary every day in classes, working with students to apply newly learned words into their work on a regular basis, had the highest scores on the assessments. Those teacher that simply had their students do the initial lesson in their vocabulary journals did not see the same improvements. Just like the saying goes, students that didn't regularly use the new learning, lost the new learning. How then, can a teacher improve vocabulary scores when class time is limited? Programs like VocabAhead are tools to help teachers and students do just that.
VocabAhead (found at http://www.vocabahead.com/) is an online tool that contains a database of hundreds of vocabulary words, including their meaning, an illustration, as well as an audio for both so that students can hear pronunciation and the word's correct usage. Teachers can create their own custom lists for students to study, apply, and practice before being assessed on what they'd learned. VocabAhead is a great start but most likely not the only resource a teacher will need to address all of the words he/she wants learned in the classroom in a year. For one, the program addresses words that are for the 6th grade and up, so many elementary teachers will not be able to use the majority of indexed words. That said, I found several that are not only vocabulary words addressed by our LbD curriculum but also words that I use myself with the class throughout the year. For my own room, I created a list after searching through every word in the site's database, about 50 words in all.
Quizzes on VocabAhead's site allow students to review what they've learned. They are self generated and listed as selected response. I tried taking a 10-question quiz myself on my new words and did fairly well:
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (c)
Communication and collaboration (b)
Research and information fluency (b, c, d)
Critical thinking, problem solving, and decision making (b, c)
Digital citizenship (a, b, c, d)
Technology operations and concepts (a, b, c, d)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and creativity (a, b, c)
Design and develop digital age learning experiences and assessments (a, b, c)
Model digital age work and learning (a, b, c, d)
Promote and model digital citizenship and responsibility (a, b, c)
Engage in professional growth and leadership (d)Sources: http://www.vocabahead.com/
Subscribe to:
Posts (Atom)