Before this course I had never used Twitter. I vaguely
understood how it worked. I knew from seeing Twitter referenced on TV, in magazines, and on websites, that @ marked twitter handles for tweeters and
# hashtags related tweets of the same content. However, I thought it was just for keeping up with
the latest celeb gossip and pop culture news. I never imagined the wealth of
education resources on Twitter.
Some of the most useful tweeters that I found in my Twitter Feed
included: @mathchat, @NCTM, @DiscoveryEd, and @maggiev.Unfortunately, many of the education tweets
that came up in my Twitter Feed were related to Education Politics, which I
would rather not have to filter through when looking for classroom ideas. When
searching for information on twitter I would use hashtag searches like:
#edtech, #math, #teaching, #mathchat, #edtechnology. Through these twitter
searches I would find links to useful information that other educators had
found useful and wanted to share with fellow educators. I enjoyed the @mathchat
tweets the most because they provided the most useful information that I could
directly apply to my curriculum. Searches for #edtech and #edtechnology lead me
to a variety a resources that were helpful when looking for information for
assignments in this course and technology use in the classroom.
I could see using Twitter as one tool to relay information to
parents and students on class/school news. Even though all parents and students
may not have a twitter account, it is still a great option for those who do. The
key to great parent communication is to use a variety of media to get the word
out. Teachers could tweet about school functions, upcoming assignments, exams, fundraisers,
ect. The tweets may be hashtagged #YourSchoolsName or #MrsCollinsClass.
I think that by refining the list of who I follow on Twitter, it
would be an even better resource for finding information that will help me
improve my teaching and curriculum. There is a wide variety of useful information on twitter. I just need to filter out some of the information that is not useful to me personally. However, I think using it as a tool for
communicating with parents and teachers is how I would more than likely use
Twitter in the future.
Assistive Technology “is any device or service that helps a student with a
disability to meet his or her individualized
education program (IEP) goals and to participate in the general education
setting to the greatest possible extent.” (http://iris.peabody.vanderbilt.edu/at/at_01.html
)These technologies offer individuals
with disabilities or special learning needs increased opportunities for
learning, productivity, and independence. In the past assistive technology has
only been thought of as devices that give students better physical or sensory
access to instruction, such as wheelchairs, hearing-aids/amplification devices,
Braille, large-print text, voice recognition software, ect. However, technology
can assist in addressing a wider range of learning and teaching needs for
students. (Roblyer & Doering 2013) A great website I found for finding Assistive Technology is http://techmatrix.org/. At TechMatrix you enter “Subject Area”, “Grade Level”, “IDEA Disability Category”, and/or “Instructional Support” available and it gives you a list of possible assistive technologies.
In this post I will explore options for assistive technologies
that could be used in a secondary math classroom, for students with the
following special learning needs:
·Mild disabilities
·Moderate and severe
disabilities
·Physical disabilities
·Sensory disabilities
·At-risk
behaviors/situations
·Gifts and talents
Mild Disabilities
Mild disabilities are the most common type of disability
and include learning disabilities, serious emotional disorders, and mental
retardation (Roblyer & Doering 2013). Roblyer & Doering (2013) also
suggest technologies such as graphing software, drills, games, and tutorials
for examples of sample technologies that can be utilized for students for mild
disabilities.Often students with these
mild disabilities have gaps and deficiencies in their math abilities and are
not able to always to complete the same level of work as their peers. They
often need remediation in basic skills and motivation to succeed in math. In
the past I have used Integrated Learning System (ILS) Software (see “Instructional
Software” blog post) to help individualize these students curriculum and fill
the gaps or make up the deficiencies in basic skills. Depending on the student’s
needs is how much of instructional time is used on the ILS Software. The ILS Software I have used is the ACADEMY OF MATH which I found beneficial to my students. There are several other ILS Software programs. Drill and Practice Programs and games are another good way to keep students quick at doing basic arithmetic. The ability to quickly do arithmetic is one reason why students with mild disabilities struggle in math. IPad apps such as MATH DRILLS are good for making this type of practice fun. If you do not have iPads, a quick internet search will return many other free web-based options for drill and practice games.
Moderate and Severe Disabilities
"For students with moderate and severe cognitive disabilities considerable effort is devoted to ensuring that they acquire daily living skills such as personal hygiene, shopping, and use of public transportation" (Roblyer &Doering, p 408, 2013). In these cases more than likely it will not be in the students educational goals to learn to solve quadratic equations or learn trigonometry. These students will need to master the basic math skills required for living independently. An interesting software program I found is "My Mathematical Life" a simulation game in which students take a character from high school graduation to
retirement, giving advice on important health, education, career, and financial
decisions. MoneyInstructor.com has resources to teach and learn how to write a check, make checking account deposits and withdrawals, endorse checks, manage and balance your checkbook, and checkbook reconciliation with your monthly bank checking account statement.
Physical Disablities
Physical disabilities generally only affect a person's mobility and agility. So, in a secondary math classroom we are generally looking for a technology that will help the student write or type, so that questions, answers, and classwork can be done. An Audio Graphing Calculator provides an alternative for people who cannot effectively use a handheld calculator. Also, MathType is an interesting program I found for math accessibility. "MathType has three important accessibility capabilities. First of all, MathType can be used as an add-on to Microsoft Word to enable students with hand writing or mobility issues to create math equations with a computer, either via the keyboard, mouse, or with a variety of adaptive mouse tools. Secondly, MathType can be used to create accessible math content via MathType's MathPage function. The resulting web document can then be read with any MathML-enabled screen reader or assistive technology application. Thirdly, MathType can be used to produce math braille when used with supported braille translation software like Duxbury Braille Translator or the ViewPlus Tiger Software Suite" (http://techmatrix.org/resource/mathtype).
Sensory Disablities
Sensory disabilities encompasses students who may not be able to see or hear, well. MathType is a great resource for these students as well, since it can enable math content to be read to students and math content can be output in Braille using supporting software.
At Risk Behaviors/Situations
"Students at risk for school failure are not considered disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disablilities" (Roblyer & Doering, 2013, p 409) At Risk students often lack motivation and have difficulties in math computations and concepts. Properly integrating technology into the curriculum can help increase motivation in all students. Engaging videos like those from www.BrainPop.com make math more engaging for students. Drill and Practice programs like those from www.ixl.com can help students become more proficient in math computations. There are so many more ways that technology can be used to motivate, remediate, and engage students that I have posted in previous blog posts.
Gifted and Talented
Roblyer and Doering (2013, p 411) quotes NCLB to define gifted and talented. "The federal definition of gifted students ... Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in a specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." Gifted students need to be provided opportunites to further explore concepts than their peers. Often gifted students can become bored with the repetition of math. WolframAlpha is a great website to let gifted students explore the bigger picture of mathematics. Gifted Students could also participate in www.MathLeague.com 's annual Math League Contest. The Math League has Math Contests for Grades 4 through 8, Algebra 1 students, and High School Students. Over one million students from the United States and Canada participate in Math League Contests each year. Every contest has questions from different areas of mathematics. The goal is to encourage student interest and confidence in mathematics through solving worthwhile problems. Many students first develop an interest in mathematics through problem-solving activities such as these contests. Schools compete in statewide or multistate league competitions.
AT for #math:talking calculators for people struggling with computing,organizing,aligning, & copying math problems http://t.co/TiOEXItW#K12
— MindYum (@Mind_Yum) July 30, 2012
Learning and Education via the internet is common place. This class for instance. We as students chose the online program because of the easy access to education and the ability to do our coursework at whenever and wherever we like. Information is available 24/7. Technically all you need is some type of wireless device and access to a McDonalds or another public WiFi connection. We all realize that the face of education in changing and therefore teachers need to adapt and change their methods. However, old habits are hard to break and often teachers can be intimidated by unknown technologies. Roblyer and Doering (2013, p240) list seven types of web based activities for the classroom:
Electronic Pen Pals - Students who are distance exchange information
Electronic Mentoring - Students are linked with experts to answer questions and support learning
Virtual Field trips- Students visit sites to view/learn about people, places, and resources not locally available.
Electronic Publishing -Students share written and artistic products on websites
Group Product Development - Students work on written or artistic products with other students on different sites
Problem Based Learning- Students explore topics, obtain and analyze data, or participate in simulated problem solving with other students.
Social Action Projects - Students discuss and create solutions for social or environmental problems with other students.
There are many tools available to utilize in Web-based Learning. Below I have used 3 online resources for a lesson on Pythagorean Theorem. The three resources used where Glogster, Animoto, and ClassTools.net.
I found Glogster to be the Web 2.0 tool that I would probably use the most in a Secondary Math Classroom. In my example I used Glogster to create a Glog on using the Pythagorean Theorem. It provides a interactive and visually appealing way to present the information students will use in learning about the Pythagorean Theorem. Not only would I use Glogster to present information to students, I would have students create their own Glogs to present information. Roblyer & Doering (2013, p185) say "Whenever possible, teachers should try to give students the opportunity to display their projects locally and to broader audiences made possible by web publishing."
Glogster for Pythagorean Theorem
Animoto is an interesting Web 2.0 tool. I can see it to be more useful in other content areas. I came up with a limited number of ideas in which I would use it for a math lesson. In my example I found several pictures relating to the Pythagorean Theorem and pictures of "real life" right triangles. The purpose of this animoto is to help students see the major ideas and application of Pythagorean Theorem. I would also be a great tool for publishing student work and projects as a single collection.
Animoto
Games are a great way to engage students in drill & practice exercises. In solving problems using Pythagorean Theorem, students need to be able to square a number quickly and take the square root of a number. ClassTools.net let me create a fun game for students to practice these skills with questions I created myself. I will definitely use this resource for future lessons.
Games for practice finding Squares and Square Roots
"Clearly, 21st century educators will have to deal with issues and situations that their predecessors could not even have imagined. New technology tools also mean new and different ways of accessing and processing information needed for teaching and learning" (Roblyer & Doering, p19, 2013)
Even though new technology brings new challenges to education, as educators we must embrace these challenges to best educate our students for life in the 21st century. Technological advances are also advances for education. Technology has placed the knowledge of the world at our fingertips and we must embrace this and prepare our students for the future not teach the ways of the past. Advances in technology make ideas like 1:1 computing, individualized education, and global learning a reality. I feel that many educators still have not realized all the possibilities that technology brings to the classroom.
A popular technology resource for the classroom is the iPad. Mobile devices such as smart phones and tablets like the iPad and iPhone are the technology of now and the future. Even though desktop computers and laptops are functional, they will soon be obsolete. Students need to be educated with the knowledge of today and the future, not what we (teachers) used when we were in school. However, there are barriers to using "new technology" in the classroom. One major barrier is funding for the technology. But, if your school system does not have funding for technology be diligent and look for opportunities to write a grant. Below I have included just a few links of the many available Apps for use in the mathematics classroom. Most of these links are geared toward a high school class, but some functions of the apps could be used for lower grades.
Upon doing research for this post, I discovered the Infinite Thinking Machine website http://www.infinitethinking.org/. First launched in 2006, the Infinite Thinking Machine (ITM) is a high-energy Internet TV show directly targeted at K-12 educators, parents and students. Our goal is to inspire creativity and innovation in education. I did become inspired by these web-isodes and wanted to share them. There are a lot of great ideas of the power of technology in the classroom and teaching with technology for the future.
YouTube Video from Infinite Thinking Machine that showcases ideas and innovations for mobile learning. One idea from this video is that, if the answer to a question can be found using a mobile device in less than 2 minutes then it shouldn't be the basis of learning or assessment. This emphasizes that the application of knowledge is more important than just learning facts.
Infinite Thinking Machine Web video: MATH-APP-ALOOZA
Some of the Apps I include in my list. Other Apps for elementary and middle school are included in the video.
LINKS TO MATH APPS/PROGRAMS
I would love to have a 1:1 computing classroom in which every student has their own mobile device such as an iPad. Below are links to just a few of the many apps and web resources that could be utilized in a 1:1 iPad math classroom.
Geometry Apps
Below are two apps that are very useful in teaching Geometry. Students get a hands on a visual approach to exploring Geometric properties and proving theorems.
This is a paid app ($3.99) featured in the ITM video, but that is cheaper alternative to purchasing Geometers SketchPad.
Apollonius is an Interactive Geometry Software (IGS) for the iPhone and iPod Touch. It allows you to make geometric constructions (such as those made using a compass and straightedge/ruler) and move their parts smoothly using the device's touchscreen.
Apollonius was inspired by similar software for personal computers, such as Cabri and The Geometer's Sketchpad.
An example of a simple construction that can be made with Apollonius is a triangle with its medians, heights, and angle bisectors. Moving the vertices of the triangle will then simultaneously move the medians, heights and angle bisectors accordingly.
Apollonius remembers your last construction when the program is closed. It also allows you to ZOOM and SCROLL your construction, providing a very large virtual screen.
This is a FREE app through iTunes. It is a great app for exploring Geometric Properties.
With the Geometry Pad you can create fundamental geometric shapes, explore and change their properties and calculate metrics. The shapes are displayed on a scrollable and zoomable workbook with a rectangular coordinate system. There are many functions to the Geometry Pad. Vist the link to learn more
Some of the tasks you can solve with Geometry Pad:
- Create geometric shapes and measure all its possible metrics like length, angle, area, perimeter, intersections, distance between points, angles between lines.
- Move/resize geometric shapes and watch how its metrics are changing in real time.
- Demonstrate circle theorems by creating and changing inscribed and center angles.
- Demonstrate theorems about incircles and excircles locations.
- Create and annotate complex geometric figures. Share them through export to image and e-mail features
NLVM can replace or supplement classroom manipulatives such as counters, pattern blocks, algebra tiles, ect and as well as provides many simulation applets. It is a Free library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis).
"Learning and understanding mathematics, at every level, requires student engagement. Mathematics is not, as has been said, a spectator sport. Too much of current instruction fails to actively involve students. One way to address the problem is through the use of manipulatives, physical objects that help students visualize relationships and applications. We can now use computers to create virtual learning environments to address the same goals."(http://nlvm.usu.edu/en/nav/siteinfo.html)
Wolfram Alpha is a paid iTunes app ($2.99) featured in the ITM Math-App-looza video. It provides a great resource for math teachers to help student understand mathematics on a deeper level.
With a simple input of sin(pi/5) = ?, students are directed to a page in which they are given 3 different answers and 9 other mathematical representations of sin(pi/5).
"Wolfram|Alpha introduces a fundamentally new way to get knowledge and answers—
not by searching the web, but by doing dynamic computations based on a vast collection of built-in data, algorithms, and methods..... Wolfram|Alpha's long-term goal is to make all systematic knowledge immediately computable and accessible to everyone." (http://www.wolframalpha.com/about.html)
An engaging app consisting of a multi-functional 180 degree protractor that enables the user to measure and understand the relationship between different objects and varying angles. Choose from 12 shapes/objects to resize, rotate and measure. Students in grades 3 and up can practice Geometry as outlined in the NCTM and Common Core State Standards for Math. Ideal for learners age 8 and up
Math Ref is an award winning education app. With it you can browse over 1,400 formulas, figures, and examples to help you with math, physics, chemistry and more. Use an expanding list of helpful tools such as a unit converter, quadratic solver, and triangle solver to perform common calculations.
As I said before now that technology has put the knowledge of the world at our fingertips, I feel it is more important to teach students to apply this knowledge rather than memorize facts. In the real world if for some reason you need to know how to find the volume of a cylinder a quick google search will return the formula needed for the calculation. So, I ask is it necessary that we require students to memorize formulas and equations, or should we show them how to utilize, understand, and apply the resources that are available. A math formula reference list is a great tool that I would encourage students to use for problem solving.
Paid iTunes App ($7.99) I would use this app for discovery learning to help students better understand complex algebraic and trigonometric functions.
Inside this intuitive, real-time app, students can manipulate twelve different functions, interact with graphs and plots, copy and export their work into other applications, even view examples for deeper understanding. Everything from basic linear equations to quadratic equations in vertex and generic form is covered, as well as sophisticated trigonometric functions. All of these to be explored at the touch of a button or the moving of a few sliders.
Paid iTunes app ($1.99)
Graphing Calculator HD turns your iPad into an intuitive high-resolution function plotter and scientific calculator.
Computer Programming/Coding Resources
There is a big demand for computer programmers and app developers. Since these mobile technologies are the future, more people are needed who can develop the software programs for them. Programming/Coding envelops all aspects of mathematics. Programs are wrote using logic and algorithms (fundamentals of mathematics). This is the answers to the question "When am I ever going to use this in Real Life?" As the ITM video below says, the people who can code seem to have super hero powers compared to those who do not. For my math degree I was required to take two Computer Programming classes. This shows that understanding how codes are written is an integral part to the future of mathematics education. I would love to be able to implement lessons on developing and writing computer algorithms into my curriculum. Below are links to resources/programs for coding and a video from ITM.
There are several types of instructional software available for use in our classrooms. Some are free, some you can get a free trial, and some required a paid subscription or purchase. These software programs usually fall into one of six categories: Drill & Practice, Tutorial, Simulation, Instructional Games, Problem Solving, and Integrated Learning Systems. Roblyer and Doering (2013, p 75-77) outline 4 phases for integrating technology into one curriculum.
Phase 1: Analyze Teaching and Learning Needs
Determine the relative advantage the technology will bring to the lessons
Assess and explore what features the technology offers.
Determine how these features relate to the content and affect pedagogical practices.
Phase 2: Plan for Integration
Decide on Objectives and Assessments
Design Integration Strategies
Prepare Instructional Environment
Phase 3: Post-Instruction Analysis and Revisions
Analyze Results
Make Revisions
Below is more information on the categories of Instructional Software, as well as Links and Videos about some of the software that I use (or would like to use) teaching Math.
DRILL & PRACTICE
Drill and Practice Software"allows learners to work problem or answers questions and get feedback on correctness" (Roblyer & Doering, 2013, p 78). Both practice and feedback are important for students learning math. These type of software programs gives the students a large selection of usually randomly generated problems to practice, solve, and then get feedback. This is often a better choice for practice than a standard worksheet or problems from the textbook, being there are a larger number of problems available and students can receive immediate feedback. Depending upon the program teacher may also get reports on student progress through the programs. However, this is not offered from the lower tech web applets.
Here are a few links to math drill and practice websites.
Tutorial Software "acts like a human tutor by providing all the information and instructional activities a learner needs to master a topic: summaries, explanation, practice routines, feedback, & assessment" (Roblyer & Doering 2013 p 78). Tutorial programs can be very useful in the classroom. They allow for a more individualized approach to instruction. The teacher can select what tutorials a student works with to meet his/her instructional needs.
A library of over 4,200 tutorial video lesson that covers K-12 math, science topics such as biology, chemistry, and physics, and even reaches into the humanities with playlists on finance and history. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer.
Provides short but thorough engaging tutorial videos on a variety of subjects. Some videos are free others require subscription.
SIMULATION
Simulation software "models real or imaginary systems to show how those systems or similar ones work or to demonstrate underlying concepts" (Roblyer & Doering, 2013, p 79). Every Math and Science Teacher should know about Shodor.org. This is a website dedicated to improving math and science education through the effective use of modeling and simulation technologies — “computational science.” This website provides simulation applets and lessons plans for math and science grades 3-12. This is a great resource that I do not see used enough. I also included a link under problem solving because many of the lessons plans take a problem based approach with the simulations.
Below is a video demonstrating the tessellation simulation applet.
Below is a link for online graphing calculators. Graphing calculators allow students to explore algebraic relationships of graphs and functions. If you do not have a classroom set this is a free option to explore some of these concepts
Instructional Games "increase motivation by adding game rules to drills or simulations" (Roblyer & Doering 2013 p 79). Instructional Games make drill and practice more fun for students. In math they are a great too for refreshing basic arithmetic skills, but there are instructional games for even higher level math skills. A quick internet search returns results to hundreds of math games. Below are links to just a few of the available.
Problem Solving Software is used for one of two purposes. It teaches directly, through explanation and/or practice the steps involved in solving problems, or it helps learners acquire problem solving skills by giving them opportunities to solve problems (Roblyer & Doering 2013 p 79).
Two Examples of Problems Solving Software I include for math is Geometer's Sketch Pad and Shodor Interactivate Simulations and Lessons. See the links and videos below to learn more about these programs.
The Geometer’s Sketchpad® is the world’s leading software for teaching mathematics. Sketchpad® gives students at all levels—from third grade through college—a tangible, visual way to learn mathematics that increases their engagement, understanding, and achievement. Make math more meaningful and memorable using Sketchpad.
Elementary students can manipulate dynamic models of fractions, number lines, and geometric patterns. Middle school students can build their readiness for algebra by exploring ratio and proportion, rate of change, and functional relationships through numeric, tabular, and graphical representations. And high school students can use Sketchpad to construct and transform geometric shapes and functions—from linear to trigonometric—promoting deep understanding.
Sketchpad is the optimal tool for interactive whiteboards. Teachers can use it daily to illustrate and illuminate mathematical ideas. Classroom-tested activities are accompanied by presentation sketches and detailed teacher notes, which provide suggestions for use by teachers as a demonstration tool or for use by students in a computer lab or on laptops. (from:http://www.keycurriculum.com/products/sketchpad)
As I said before, Every Math and Science Teacher should know about Shodor.org. This is a website dedicated to improving math and science education throughthe effective use of modeling and simulation technologies — “computational science.” This website provides simulation applets and lessons plans for math and science grades 3-12. Many of these lessons take a problem and discovery based approach in which students discover mathematical principles through these simulations.
Video about Shodor Interactivate
INTEGRATED LEARNING SYSTEMS
"Integrated Learning Systems (ILSs) are networked or online systems that provide both computer based instruction and track and report on student progress" (Roblyer & Doering 2013 p 102). Below are two integrated learning systems I have used. The advantages I saw in these programs were that they allowed individualization of content for the students and that student data can be transferred between schools if a student moves.
A+ is a comprehensive software program that provides, tutorial, practice, assessment and reporting for students. There is an extensive list of lessons for all grades and subjects. The teacher can also create his/her own tutorials and assessments to use in the program. Many schools use this for a variety of purposes including intervention, credit recovery, remediation, and individualized instruction.
Academy of Math
Academy of Reading and Academy of Math is another ILS. However, it is only really for middle and elementary school. It is more engaging than A+. Students given a pre-assessment to determine placement in the program and then they follow a track of learning in which they gain trophies for completing a level. Teachers are allowed to track progress and are alerted if a student may need some intervention/help. This program was very successful in helping one student I taught who had significant deficiencies after moving to the United States from the Ukraine.
One-to-One Computing Initiatives are becoming the popular idea for the future of technology in schools. These initiatives provide a laptop or tablet for every student to use. The availability can range from a class set that is shared, to every student has a device that they can carry home. Roblyer and Doering (2013,pg 24-25) cite that schools with one-to-one computing programs had fewer discipline problems, lower drop-out rates, and higher rates of college attendance that schools were the ratio of students to computers was higher. As the finding in the article reviewed below suggest one-to-one computing can lead to higher levels of engagement and achievement, but the greatest determining factor is how the teachers and students are using this technology (Bebell & Kay, 2010).
Article Critique Form
1.Provide the complete article title and author
One to
One Computing: A Summary of the Quantitative Results fromthe Berkshire Wireless Learning Initiative
By:Damian Bebell & Rachel Kay
From
The
Journal of Technology, Learning, and Assessment
Volume 9, Number 2 · January 2010
2.State the intended audience. (What is empirical research
and how does it help the classroom?)
This
article is intended for educators and policy makers who are interested in
learning more about the affects one-to-one computing has on enhancing student achievement, improving
student engagement, improving classroom management, enhancing students’
capabilities to conduct independent research and collaborate with their peers,
as well as creating fundamental changes in teaching strategies and curriculum
delivery(Bebell & Kay, 2010) . This empirical
study collected real-life scientific data, from real classrooms, students, and
teachers relating to one-to-one computing initiatives placed in these schools.
3.What is/are the research question/questions or
hypothesis/hypotheses?
“The
overall aim of the pilot program was to determine the efficacy of a one-to-one
laptop initiative in transforming teaching and learning in a traditional middle
school setting”(Bebell & Kay, 2010, p. 7). Researchers wanted
to know if the BWLI would enhance student achievement, improve student
engagement, improve classroom management, enhance students’ capabilities to
conduct independent research and collaborate with their peers, as well as
create fundamental changes in teaching strategies and curriculum delivery.
4.Describe the subject (participants) and the procedures
(methods) used by the researcher(s)?
Research
was conducted across five public and private middle schools in western
Massachusetts in which 1:1 technology access was provided to all students and
teachers over 3 years. Two nearby schools were used for the comparison group.
The first year only the 7th grade students (n=633) received the laptops from January until the
end of the school year. The program was fully implemented for all 6th,7th,
and 8th grade classes the following school year (n=1700+/-). (Bebell
& Kay, 2010)
Researchers used a
variety of methods for data collection. They collected data from:
üStudent Surveys
oWeb-based
student surveys were given to all participating BWLI and comparison group
students both before (Pre) and during the laptop implementation (Post).
üTeacher Surveys
oWeb-based
teacher surveys were given to all participating BWLI and comparison group
teachers before their students experienced 1:1 computing (Pre) and again near
the end of each 1:1 school year (Post).
üStudent Drawings
oA
student drawing exercise asked BWLI students to reflect on “writing in school”
through an open ended drawing exercise before they experienced 1:1 computing
(Pre) and again near the end of each 1:1 school year (Post).
üClassroom Observations
oTrained
researchers and college students conducted pre-arranged visits to observe and
record technology practices in 1:1 classrooms during the second year of program
implementation.
üStudent Achievement
Studys
oResearch
team analyzed 2006-2008 item-level MCAS results for each participating BWLI and
comparison group student to determine the impacts of various technology
practices (as measured via surveys) on standardized test performance.1
üComputer Writing
Assessments
o1:1
BWLI students were randomly selected in Spring 2008 (Year 3)to participate in an extended computer-based
writing assessmentto determine the
impacts of technology practices on writing length and quality.
üTeacher Interviews
oAt
various intervals across the deployment of 1:1 student laptops, samples of BWLI
teachers participated in short informal interviews regarding their progress,
attitudes, and results related to the program.
üPrincipal Interviews
oAt
various intervals across the deployment of 1:1 student laptops, BWLI principals
participated in short informal and formal interviews regarding their progress,
attitudes, and outcomes related the program.
(Bebell & Kay,
2010, p. 9)
5.What were the conclusions of the researchers? Do you
agree or disagree with the conclusions? Support your position.
The
researchers concluded that the implementation of 1:1 computing had many
positive educational impacts. The results varied widely across the 5 schools
studied. They noted that the major transformation was the way teachers changed
their teaching practices through technology which led to increased student engagement
and learning. (Bebell
& Kay, 2010)
However, the data related to MCAS test score may not improved as much as the
schools had hope. Before the implementation the scores were below those of the
state average and comparison schools, but during the two years of the 1:1
programs scores increased 5% each year, but were still below average. The data
analysis supported that the program led to statistically significant
improvement in teacher practices, student achievement, student engagement, and
students’ research skills. They emphasized that the major determining factor in
the success of the program was the individual teachers use of the technology(Bebell & Kay, 2010).
I
agree that providing students with computers/technology of their own can
greatly increase motivation, engagement, and achievement. I also agree that it
is how it is used that is the largest determining factor for student
achievement. A laptop with internet access provides students and teachers with
potential knowledge of every topic/subject/idea in the world. Are teachers
taking full advantage of this wealth of access to information or are they just
adapting technology to do what they have always done? It’s like a interactive
whiteboard is a great educational tool. However, if all you use it for is to
write notes for lecture based lessons it is no better than a dry erase board. “…
[T]eachers must make massive investments in time and effort to adapt their
teaching materials and practices to make the 1:1 environment effective and
relevant”(Bebell & Kay, 2010, p. 49)
6.What suggestions for further research do the authors
suggest? What other suggestions for future research would you suggest?
The researchers note
that we can not determine yet the long term effects of providing these students
with new learning tools and environments that 1:1 computing provides.
Additionally, even though we like to focus on the impact of technology on
student achievement, we must also focus on how students and teachers use the
technology.
I also feel further
research might need to be conducted on determining if certain technologies are
more effective than others. Also, since one of the main obstacles with
technology is some teachers not wanting to adapt and learn how to properly use
the new technology, further research may be necessary on teacher engagement
and proper use.
References
Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative Journal of Technology, Learning, and Assessment, 9(2). Retrieved [date] from http://www.jtla.org.
Roblyer, M. D., & Doering, A. H.(2013).Integrating educational technology into
teaching.Boston, MA:Pearson Education, Inc.
Below are links for some more information related to One-to-One Computing
