When I began the journey on learning how to use Twitter, I admit that I was a little bit sceptical. Over the last eight weeks, I am surprised at how much I enjoy using this social network. It is a very helpful tool that I plan to continue using both in my personal life and professional life. In my personal life, I plan on using this to keep in touch with family and friends. In my professional life, I will be using this to follow educators to gain important information and ideas that will enable me to improve my teaching skills.
As instructed, I began following five educators on Twitter. The ones that I found most helpful were Amber Aslakson, Jeanna Bryson, and Paula Weeks. Each one provided ample amounts of various websites that they found useful. They also provided inspiration to fellow educators, which in this profession, we all need from time to time. Some of the hashtag searches that I found useful were #edchat, #weteach,and #teachchat. These led me to other educators that had new and exciting ideas that could be used in the classroom. Some of these included websites that offer educators free materials, new ideas, and technology resources.
Although I was skeptical about having to use Twitter, I am now happy to say that I have enjoyed it and plan on using it daily. The amount of information for educators is limitless in the world of technology. It is our job to grasp every opportunity that is available and apply it to our teaching methods to improve the way we teach.
Monday, July 22, 2013
Sunday, July 21, 2013
Social Bookmark
Check out my Social Bookmark at http://t.co/WhVPl2j0Jl #ED5059413UWA
— Barbara Banks (@BanksB2424) July 22, 2013
Social bookmarks
Sharing some Symbaloo ♥: Social Bookmarks Webmix
http://www.symbaloo.com/mix/socialbookmarks2 via @symbaloo
http://www.symbaloo.com/mix/socialbookmarks2 via @symbaloo
Tuesday, July 16, 2013
Assistive Technology
There are many ways that educators can enhance the learning of students with disabilities. One of those ways is by using assistive technology. "Regardless of the specific application of technology, the general goal is always the same: to harness the potential of technology in ways that offer an individual with a disability increased opportunities that otherwise would not be available" (Robyler & Doering, 2013, p. 408).
There are many students that have a mild disability such as a learning disability. "Current estimates indicate that 3.8 million students, ages 6 to 21, have a mild disability (U.S. Department of Education, 2000), representing more than 71% of the students receiving special education services" (Robyler & Doering, 2013, p. 415).
One way to help these students with writing would be to use word processing. This can help students put their ideas on paper without having to worry about spelling, grammar, the steps of the writing process, neatness, or reading ability.
One goal of working with students that have moderate to severe disabilities is to provide them with ways to to develop daily living skills. Educators need to be familiar with software that is available that can help a student gain independence through repetitive practice, simple instructions, and life skills content. "To simplify the physical or cognitive demands of interacting with the computer, alternate keyboards, such as the Intellikeys keyboard (Intellitools), can be used to create customized keyboards" (Robyler & Doering, 2013, p.417).
Students that have physical disabilities can also take advantage of assistive technology. "Difficulties with motor movements may involve gross or fine motor movement and frequently exist concurrently with other disabilities" (Robyler & Doering, 2013, p. 418.) To help these students, educators can use larger or smaller keyboards, electronic pointing devices that control the cursor on screen without the use of hands, joysticks that can be controlled with hands, feet, chin, etc., or Braille embossers that transfer computer generated text into Braille.
Another type of disability that a student may have is a sensory disability. These can involve hearing, vision, or touch. For students with visual impairments, using assistive technology can enlarge displays on the computer monitor. Other ways to help students with visual disablities are using canes, using tools that convert printed material into audio material, using screen readers, and by using Braille. "Individuals with hearing impairments need few modifications to be able to use computers" (Robyler & Doering, 2013, p. 419). There are few adaptations available since sound is used very little in word processing or email. FM amplification systems are now being used in the classroom. These devices amplify the teacher's voice for the hearing impaired student.
Students who are considered at-risk can also benefit from assistive technology. "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 disabilities" (Robyler & Doering, 2013, p. 419). Using computers can help students who have attention problems and can also help students who lack motivation.
"Heward (2000) says that, according to the Gifted and Talented Children's Act of 1978, gifted and talented students are those "possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in the performing or visual arts, and why be reason thereof require services or activties not ordinarily provided by the school" (PL 95;-561, Title IX, Section 902, p. 534)." (Robyler & Doering, 2013, p. 420). Educators have an endless supply of technology to assist with gifted and talented students. They can use laptops, word processing, internet, create blogs, use facebook, and use twitter to enhance their learning.
As educators, it is our job to meet the needs of all of our students. Using assistive technology can enable us to meet the needs of our disabled students whether it is a mild disability, a severe disability, a physical disability, a sensory disability, an at-risk student, or a student that is gifted or talented.
There are many students that have a mild disability such as a learning disability. "Current estimates indicate that 3.8 million students, ages 6 to 21, have a mild disability (U.S. Department of Education, 2000), representing more than 71% of the students receiving special education services" (Robyler & Doering, 2013, p. 415).
One way to help these students with writing would be to use word processing. This can help students put their ideas on paper without having to worry about spelling, grammar, the steps of the writing process, neatness, or reading ability.
One goal of working with students that have moderate to severe disabilities is to provide them with ways to to develop daily living skills. Educators need to be familiar with software that is available that can help a student gain independence through repetitive practice, simple instructions, and life skills content. "To simplify the physical or cognitive demands of interacting with the computer, alternate keyboards, such as the Intellikeys keyboard (Intellitools), can be used to create customized keyboards" (Robyler & Doering, 2013, p.417).
Students that have physical disabilities can also take advantage of assistive technology. "Difficulties with motor movements may involve gross or fine motor movement and frequently exist concurrently with other disabilities" (Robyler & Doering, 2013, p. 418.) To help these students, educators can use larger or smaller keyboards, electronic pointing devices that control the cursor on screen without the use of hands, joysticks that can be controlled with hands, feet, chin, etc., or Braille embossers that transfer computer generated text into Braille.
Another type of disability that a student may have is a sensory disability. These can involve hearing, vision, or touch. For students with visual impairments, using assistive technology can enlarge displays on the computer monitor. Other ways to help students with visual disablities are using canes, using tools that convert printed material into audio material, using screen readers, and by using Braille. "Individuals with hearing impairments need few modifications to be able to use computers" (Robyler & Doering, 2013, p. 419). There are few adaptations available since sound is used very little in word processing or email. FM amplification systems are now being used in the classroom. These devices amplify the teacher's voice for the hearing impaired student.
Students who are considered at-risk can also benefit from assistive technology. "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 disabilities" (Robyler & Doering, 2013, p. 419). Using computers can help students who have attention problems and can also help students who lack motivation.
"Heward (2000) says that, according to the Gifted and Talented Children's Act of 1978, gifted and talented students are those "possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in the performing or visual arts, and why be reason thereof require services or activties not ordinarily provided by the school" (PL 95;-561, Title IX, Section 902, p. 534)." (Robyler & Doering, 2013, p. 420). Educators have an endless supply of technology to assist with gifted and talented students. They can use laptops, word processing, internet, create blogs, use facebook, and use twitter to enhance their learning.
As educators, it is our job to meet the needs of all of our students. Using assistive technology can enable us to meet the needs of our disabled students whether it is a mild disability, a severe disability, a physical disability, a sensory disability, an at-risk student, or a student that is gifted or talented.
Monday, July 15, 2013
Take a look at this website! Assistive Technology http://t.co/2lkrgUMFpz #ED5059413UWA
— Barbara Banks (@BanksB2424) July 16, 2013
Tuesday, July 9, 2013
Check out my voicethread on "Space" @ https://t.co/JgVDXC2yRd #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Watch my video on @animoto called "OUR SOLAR SYSTEM" http://t.co/lYfvEHFziE #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Check out my glog @ Flypaper Glog by banksb Space http://t.co/CkvFQjPI5Y from http://t.co/uTWOyBxNwv #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Web 2.0 Resources
I enjoyed using the Web 2.0 Resources. They are valuable tools that would engage students in learning. The three resources I used were Glogster, Animoto, and VoiceThread. "Because products in this category vary so widely, instructional uses for them are also varied and rich" (Roblyer & Doering, 2013, p. 179).
The Glogster resource was a fun and interactive tool that students would enjoy completing on their own. There were many graphics and videos that were readily available and easy to access. This tool is very useful to teachers and students.
The Animoto resource was my favorite. I enjoyed putting the video together with my graphics and text. This tool could also be used by teachers and students. It was user friendly and fun to play with.
The VoiceThread resource was my least favorite. I did not enjoy recording my voice on it. This tool could also be used by teachers and students, but I found it to be the least user friendly.
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communications, instruction, and even entertainment" (Robyler & Doering, 2013, p.210).
With the abundance of useful resources that are available, it would be a shame if teachers didn't use them. "Web-based activities have great potential to enhance learning, but they are time consuming to develop and implement and difficult to design in ways that have substantial, positive impact on student's learning" (Robyler & Doering, 2013, p. 240). This may be the reason that some teachers shy away from them.
The Glogster resource was a fun and interactive tool that students would enjoy completing on their own. There were many graphics and videos that were readily available and easy to access. This tool is very useful to teachers and students.
The Animoto resource was my favorite. I enjoyed putting the video together with my graphics and text. This tool could also be used by teachers and students. It was user friendly and fun to play with.
The VoiceThread resource was my least favorite. I did not enjoy recording my voice on it. This tool could also be used by teachers and students, but I found it to be the least user friendly.
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communications, instruction, and even entertainment" (Robyler & Doering, 2013, p.210).
With the abundance of useful resources that are available, it would be a shame if teachers didn't use them. "Web-based activities have great potential to enhance learning, but they are time consuming to develop and implement and difficult to design in ways that have substantial, positive impact on student's learning" (Robyler & Doering, 2013, p. 240). This may be the reason that some teachers shy away from them.
Tuesday, July 2, 2013
Technology in the Classroom
As each school year passes, there are many changes in technology. It is constantly being updated and improved. "As with so many miraculous technologies, the question is how we will take advantage of their capabilities to bring about the kind of future education systems our society wants and our economy needs" (Roblyer & Doering, 2013, p.22). Many teachers incorporate the use of software. The three main types of software that are used are word processing, spreadsheets, and databases. "Their primary benefits to instruction are to reduce the labor involved in preparing student products and to remove logistical barriers to learning" (Roblyer & Doering, 2013, p. 130).
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communication, instruction, and even entertainment" (Roblyer & Doering, 2013, p. 210). With today's educators and students, using the internet is mandatory. We use it to look up information, to email, to blog, and to send instant messages. We have grown to depend on the internet for fast access and have become a generation that is technologically savy.
One of the main concerns that educators have is how to motivate students to learn. "Teachers are turning to the interactive and visual qualities of software and websites to increase motivation for reading and writing" (Roblyer & Doering, 2013, p. 282). I enjoy using the iPad with my reading instruction. When I am working with my 1st graders, I like using the Word Magic app. It is a great tool to use when I am teaching how to read and recognize letters. Another app that I use on my iPad with my younger students is ABC Phonics Word Sight. This application makes learning sight words fun.
I also incorporate technology when teaching math because there are so many strategies that are available. "These include using virtual manipulatives, fostering mathematical problem solving, allowing representation of mathematical principles, implementing data-driven curricula, supporting math-related communications, and motivating skill building and practice" (Roblyer & Doering, 2013, p. 319). Some of the apps that I use on the iPad when teaching math are Ace Kids Math Games, MathBoard, and MakeChange. When using the Ace Kids Math Games app, students learn to count, add, and subtract visually. The MathBoard app can be used with younger and older students because it teaches addition, subtraction, multiplication, and division.
When counting and adding change, I like using the MakeChange app with my students.
As you can see, there are a mulititude of apps that can be downloaded and used in the classroom on an iPad. Many of these apps are used daily as reinforcement for skills that are taught. Technology in the classroom offers so much more than traditional teaching. It entertains, motivates, and enhances learning.
The Smart Way to Use iPads in the Classroom http://t.co/xSLIoORt6U #ED5059413UWA — Barbara Banks (@BanksB2424) July 3, 2013
Tuesday, June 25, 2013
Types of Instructional Software
Check out my blog on Instructional software at http://t.co/4avusC9UU1 http://t.co/DPVgdmRLcR http://t.co/aGO77wD631. #ED5059413UWA
— Barbara Banks (@BanksB2424) June 26, 2013
There are many types of software that can be beneficial in the classroom today. Some of these include drill and practice, tutorial, simulation, instructional games, problem solving, and integrated learning systems. As educators we need to expose our students to as many of these as possible to enhance the learning process.
The first type is drill and practice. This allows students to practice their skill and receive feedback from the program. Two types of drill and practice that I could use in my classroom are Earobics and Math is Fun. With the Earobics, I could use this with my struggling first graders to improve their phonological awareness skills. With the Math is Fun website, I could use this for my 5th graders who are still having trouble with their multiplication facts. According to Roblyer & Doering(2013), "Drill-and-practice software informs them immediately whether their responses are accurate so they can make quick corrections"(p.81).
Earobis: Helping Readers Reach
Math Is Fun
The second type of software that is beneficial in the classroom is tutorial. Some examples of tutorial software that I could use in my classroom are Congress for Kids and e-Learning for Kids. My 5th grade students would enjoy learning about the parts of the United States government by using Congress for Kids. My 1st grade students could benefit from using e-Learning for Kids by working on their Math skills such as money, addition, subtraction, and time. "Tutorial software is an entire instructional sequence on a topic, similar to a teacher's classroom instruction. This instruction usally is expected to be a self-contained instructional unit rather than a supplement to other instruction"(p.83).
Congress for Kids
E-Learning for Kids
The third type of software is simulation. "A simulation is a computerized model of a real or imagined system that is designed to teach how the system works. Unlike tutorial and drill-and-practice activities, in which the teaching structure is build into the package, learners using simulations usually must choose tasks to do and the order in which to do them" (p. 85) Both 123 Games and Learn 4 Good would be helpful to both my 1st grade students and 5th grade students to teach them which steps they should do first such as in working Math problems or following directions.
123 Games
Learn 4 Good
Another type of instructional software is Instructional games. "Technology-based games bridge the worlds of gaming, entertainment, and education in an attempt to deliver fun and effective learning" (p.91). Two instructional websites that I use in my classroom are Arthur's Math Games and PBS Kids. The students enjoy playing a variety of games on PBS Kids and they also enjoy practicing their Math skills on Arthur's Math Games.
Learning Company
PBS Kids
The 5th software that can be used is Problem Solving. Two websites that I have found effective under this category are Kids Math Games and Sabi Games:Kids Drawing Games. I use these websites to help with Math skills with my 1st and 5th grade students. "Problem-solving software can help students by improving interest and motivation and can prevent inert knowledge" (p.95)
Kids Math Games
Sabi Games
The last type of software is Integrated Learning Systems. "Integrated Learning Systems (ILSs) are systems that offer computer-based instruction and other resources to support instruction, along with summary reports of student progress through the instruction; all are provided through networked or online sources" (p. 98). Some examples of this type of software that I use in my classroom are Compass Learning Odyssey and Online Dictionary. Our school has adopted Compass Learning as a resource to improve Reading and Math Skills in every grade. I use the website for the Online Dictionary with my 5th grade students when they come to a word that is unfamiliar to them.
Compass Learning
Online Dictionary
As you can see, there are many types of instructional software that are readily available to educators. We need to use as many of these as possible in our classroom to help bridge the gap for our students.
Saturday, June 15, 2013
Be sure to check out my article critique on One-to-One computing @ http://t.co/CM5lbS8mMx. For more info go to http://t.co/zLkDHBV2Hr
— Barbara Banks (@BanksB2424) June 15, 2013
Article Critique
1.Provide the Complete Article Title and Author.
2.State the Intended Audience. (What is emperical research and how does it help the classroom?)
A study completed by Kurt A. Suhr, David A. Hernandez, Douglas Grimes, and Mark Warschauer called "Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump" was completed to determine if the use of laptops in the classroom could improve literacy scores. This emperical research provides knowledge by obersevation or experience. Emperical research can aid in the classroom by providing active learning for students instead of just using traditional methods. This research was performed for school districts all over the country.
3. What is/are the research question/questions or hypothesis/hypotheses?
There were three research questions associated with this study. 1. Were there significant differences in the total ELA score changes in the California Standards Test (CST) over the two year period from third grade to fifth grade between the one-to-one laptop group and the non-laptop group, after controlling for other factors?
2. Were there significant differences in the six subtests used to compute those total ELA scores for the same two groups? 3. Can participation in a one-to-one laptop program be used to predict changes in ELA total and subtest scores over the two-year period from third grade to fifth? (Grimes, Hernandez, Suhr, & Warschauer, 2010).
4. Describe the subject(participants)and the procedures(methods)used by the researchers?
There were a total of 108 students used in this study. Of the 108 students, there were 55 girls and 53 boys. Twelve students participated in the Gates program. The group was made up of a variety of ethnicities which included 50 Asian, 1 Filipino, 7 Hispanic, 1 Pacific Islander, 49 Caucasian, and 1 labeled as a English Language Learner. Three schools were used in the study. School #1 was made up of 44 students, school #2 was made up of 22 students, and school #3 was made up of 42 students. The treatment group, the students using laptops, was made up of 54 fourth-grade students. The control group, the students not using laptops, was made up of 54 fourth-grade students as well. The research was performed for two years, the student's fourth grade and fifth grade school year. Their ELA 3rd grade scores were compared to their ELA fifth grade scores to see if there was an increase with the use of laptops.
5. What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.
After the study was completed, the researchers revealed that the laptop students outperfomed the non-laptop students. I agree with this conclusion, because I feel that students respond and are more interested when technology is used. When students are engaged and take ownership of their learning there scores will increase. Practioners have cited over the years a number of reasons why we should integrate technology into teaching. They are to motivate students, to make students and teachers work more productively, and to help students learn and sharpen their information age skills (Roblyer and Doering 2013).
6. What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?
Further research, with larger sample sizes, more diverse student demographics, longitudinal evaluation, a wider array of outcome measures (including those taken on both paper and computer and those involving both standardized tests and alternative forms of assessment), and, where possible, random assignment, will help continue to shed light on the effects of laptop use on literacy and learning (Grimes, Hernandez, Suhr, & Warschauer, 2010). I suggest that for further research, how technology is used in the classroom, how much time is used each day using technology, and how knowledgeable the teacher is about technology should also be considered.
2.State the Intended Audience. (What is emperical research and how does it help the classroom?)
A study completed by Kurt A. Suhr, David A. Hernandez, Douglas Grimes, and Mark Warschauer called "Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump" was completed to determine if the use of laptops in the classroom could improve literacy scores. This emperical research provides knowledge by obersevation or experience. Emperical research can aid in the classroom by providing active learning for students instead of just using traditional methods. This research was performed for school districts all over the country.
3. What is/are the research question/questions or hypothesis/hypotheses?
There were three research questions associated with this study. 1. Were there significant differences in the total ELA score changes in the California Standards Test (CST) over the two year period from third grade to fifth grade between the one-to-one laptop group and the non-laptop group, after controlling for other factors?
2. Were there significant differences in the six subtests used to compute those total ELA scores for the same two groups? 3. Can participation in a one-to-one laptop program be used to predict changes in ELA total and subtest scores over the two-year period from third grade to fifth? (Grimes, Hernandez, Suhr, & Warschauer, 2010).
4. Describe the subject(participants)and the procedures(methods)used by the researchers?
There were a total of 108 students used in this study. Of the 108 students, there were 55 girls and 53 boys. Twelve students participated in the Gates program. The group was made up of a variety of ethnicities which included 50 Asian, 1 Filipino, 7 Hispanic, 1 Pacific Islander, 49 Caucasian, and 1 labeled as a English Language Learner. Three schools were used in the study. School #1 was made up of 44 students, school #2 was made up of 22 students, and school #3 was made up of 42 students. The treatment group, the students using laptops, was made up of 54 fourth-grade students. The control group, the students not using laptops, was made up of 54 fourth-grade students as well. The research was performed for two years, the student's fourth grade and fifth grade school year. Their ELA 3rd grade scores were compared to their ELA fifth grade scores to see if there was an increase with the use of laptops.
5. What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.
After the study was completed, the researchers revealed that the laptop students outperfomed the non-laptop students. I agree with this conclusion, because I feel that students respond and are more interested when technology is used. When students are engaged and take ownership of their learning there scores will increase. Practioners have cited over the years a number of reasons why we should integrate technology into teaching. They are to motivate students, to make students and teachers work more productively, and to help students learn and sharpen their information age skills (Roblyer and Doering 2013).
6. What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?
Further research, with larger sample sizes, more diverse student demographics, longitudinal evaluation, a wider array of outcome measures (including those taken on both paper and computer and those involving both standardized tests and alternative forms of assessment), and, where possible, random assignment, will help continue to shed light on the effects of laptop use on literacy and learning (Grimes, Hernandez, Suhr, & Warschauer, 2010). I suggest that for further research, how technology is used in the classroom, how much time is used each day using technology, and how knowledgeable the teacher is about technology should also be considered.
Tuesday, June 11, 2013
Digital Citizenship
For the "Issues in Today's Educational Technology", I chose to focus on technology misuses, illegal downloads, and risks of online social networking.
There are four ways that technology can be misused. First, users can give misleading, incomplete, or out of date misinformation. Second is identity theft. These are ways to get to get your personal information such as credit card numbers or your social security number. Third, is the overuse of technology. Fourth, is the loss of data such as person's pictures when your hard drive crashes or your computer develops a virus. For more information on misusing technology, check out this e-How article.
When thinking about illegal downloads, a person usually thinks about illegally downloading music. This is not the only type of illegal downloads. There are copyright laws now in effect and persons convicted can serve jail time. For more information on illegal downloads go to this article on online piracy.
There are two major risks for online social networking. First, there is cyber bullying. This is when people use technology to harass, threaten, or embarrass another person. Second, there are internet predators. These are people such as child molesters, sexual predators, and scam artists that look for victims. For more information about risks for online social networking, check out this article brought to you by Kid's Health.
Be sure to check out my presentation on Technology Issues at prezi.com/z9l4kumqvbx1/u… #ED5059413UWA
— Barbara Banks (@BanksB2424) June 12, 2013
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