Tuesday, June 25, 2013

INSTRUCTIONAL SOFTWARE : Information and Examples for Math

 

        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

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.
 
 Example of Khan Academy Tutorial
 
BRAIN POP
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.
 
Click here to vist:
 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

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

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)

 

 
 

 Shodor.org Interactive Problem Based Math Lessons with Online Simulations

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 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.  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.  
 
 
 
 

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Tuesday, June 18, 2013

ARTICLE CRITIQUE: One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative

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 from  the 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:
ü  Student Surveys

o      Web-based student surveys were given to all participating BWLI and comparison group students both before (Pre) and during the laptop implementation (Post).

ü  Teacher Surveys

o      Web-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).

ü  Student Drawings

o      A 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).

ü  Classroom Observations

o      Trained 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.

ü  Student Achievement Studys

o      Research 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

ü  Computer Writing Assessments

o      1:1 BWLI students were randomly selected in Spring 2008 (Year 3)  to participate in an extended computer-based writing assessment  to determine the impacts of technology practices on writing length and quality.

ü  Teacher Interviews

o      At 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.

ü  Principal Interviews

o      At 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


One-to-One Computing. Is Your School Ready? -from EducationWorld.com

1:1 Computing Turning Around School Technology - An interview with Piedmont City School Superindentent about 1:1 computing being implemented in his schools
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Tuesday, June 11, 2013

DIGITAL CITIZENSHIP

THE DEFINITION OF DIGITAL CITIZENSHIP http://www.teachthought.com/technology/the-definition-of-digital-citzenship/   

 

  Technology is a great resource for teachers. However, there are many issues regarding technology as well. Roblyer and Doering (2013) remind us that as teachers we must educate our students on safe and appropriate internet and technology usage, and that we should be models of ethical technology usage. I feel many teachers are not well informed when it comes to internet safety, malware and how it affects computers, and fair use copyright policies and how they relate to today's technology. The Prezi Presentation contains information on these topics as well as links to other resources relating to these topics.

 


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Tuesday, June 4, 2013

My Favorite Technology: Promethean Board with ActivExpression



I think the ultimate technology for the classroom is a Promethean Board with ActivExpression Student Response devices.  I have not had the luxury of having one of these systems in my classroom full-time, but have used a shared system. However, I think this would be on most teachers technology wish list. The Promethean Board itself is the ultimate interactive whiteboard. When used correctly (its not a fancy chalkboard!!!) it can help bring the mathematical concepts I teach to life for my students. It promotes Active Discovery Learning and allows more opportunities to engage students from all levels of Gardner's Multiple Intelligences. The ActivExpression student response devices allows for instant assessment of learning and more engagement. All students have a device that allows them to digitally answer questions in multiple formats from multiple choice and true/false to open-ended short answer questions. To be able to instantly check for understanding from all students is wonderful for math!  Below are links and videos for more information on Promethean Products.

Promethan ActivBoard 500 Pro http://www.prometheanworld.com/us/english/education/products/interactive-whiteboard-systems/activboard-500-pro/

 

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