Podcasts in Middle School

Reference:

http://etec.hawaii.edu/proceedings/2008/Nguyen2008.pdf


Review/Summary:

In this article entitled, "Podcasting in Middle School:  A Case Study and Implications for Teacher Education by Thanh Truc T. Nguyen and Marybeth P. Hamilton from the University of Hawaii, a case study was presented that revealed the use of podcasts by seventh and eighth grade students in English and computer literacy.  Of these two subjects, computer literacy was the only curriculum that was still in the formative stages and not fully established.

When the podcast first came about it was in the form of audio with access through MP3 players.  The podcasts today also incorporate video and can be viewed online.  They are useful tools in the area of instructional technology.

The teachers who presented this technology to their students knew that they had to emphasize active student engagement and participation in addition to maintaining connection to the realworld.

Reflection:

Social Studies, Constructivism, and Technology

Reference:

http://www.tojet.net/articles/v5i1/512.pdf


Review/Summary:

In this article entitled, "An Examination of the Relationship between the Integration of Technology into Social Studies and Constructivist Pedagogies" by Cemalettin AYAS of The Ohio State University, the author noted the importance of effective technology use in the area of Social Studies and its relation to the theories of learning that involve constructivism through the use of technology.  As technology is incorporated in the classroom and paired with constructivism in the subject of Social Studies, a wonderful learning experience can take place.

Some reasons for technology use that remain prevalent include the fact that it is all around us and should therefore also be included in the classroom.  Also, there has been research to document that methods involving computer use have been shown to be effective.  Motivation remains a chief element for inspiring technology use in education.

Social Studies has been recognized as an essential subject in our country and through the world. Since the subjects incorporates many disciplines, it is often hard to define.  Generally, most of those in the field of education believe that Social Studies has to do with studying humans from many views while keeping citizenship education at the forefront.  Decision-making that will benefit the public is emphasized that also encourages young people to remember their citizenship role.

Reflection:

As I taught this subject to students, I definitely saw students who were more motivated when I allowed the integration of technology into the classroom through virtual field trips, interactive games that focused on this subject matter, and the incorporation of video clips or full videos relating to the subject matter.

Influences and Barriers of Technology Adoption

Reference:

http://frank.mtsu.edu/~itconf/proceed00/beggs/beggs.htm


Review/Summary:

In this article entitled, "Influences and Barriers to the Adoption of Instructional Technology" written by Thomas A. Beggs who is the Director of Learning Resources for the State University of West Georgia, analysis takes place to determine why technology is not readily used in the classrooms of higher education.  In addition to this, the author takes a look at what are some of the influences that encourage technology use.

One of the primary barriers that has been noted with regards to use of technology in higher education involves a fear of failure of its implementation in the classroom.  Professors are often quite knowledgeable in their subject matter but not in the use of technology.  Also, many instructors are reluctant to use certain types of technology because they fear that it will be hard to use.  If it does prove to be hard to use, then these same instructors will not make efforts to incorporate the technology in their classroom.  Another deterrent of technology use in higher education involves the lack of support staff to assist when problems arise.  Many professors fear job loss if they do not have the skills necessary to incorporate technology in the classroom and those needed to administer distance learning coursework.  The restraint of time also proved to be a significant barrier to the incorporation of technology use. 

On the other hand, some of the things that influence the use of technology in higher education primarily involve such things as improving student learning, the access to equipment, and notable advantages of using instruction with technology compared to traditional instruction along with a higher degree of student interest.

Reflection:

Personally I have encountered some of these same barriers in my own classroom at the middle school level as well as my observation of them at the post secondary level.  When I returned to the classroom in 2002, computer use was becoming more and more prevalent with administrative tasks in teaching such as attendance and grading as well as that of instruction.  One year our school administrator had the teaching staff use three different programs for grading/attendance as he was seeking the best program for these functions at our school.  This was rather frustrating for me and several of the other teachers who almost felt that the traditional gradebook and attendance by paper would have been better than the time required to learn these various programs.  A few years later, I was allowed to have use of an interactive whiteboard in my classroom.  Unfortunately, I did not feel that I had the time or training to use this device to its fullest capacity.  While taking coursework at the higher education level a couple of years ago, I noted that a certain professor who was very knowledgeable in her subject matter experienced similar complications with technology (interactive whiteboard) and initially seemed reluctant to use the device with classroom instruction.

Engaging Students in Math with Technology

Reference:

http://cie.asu.edu/ojs/index.php/cieatasu/article/view/786/215

Review/Summary:

This article entitled, "A Brief Overview on Using Technology to Engage Students in Mathematics" written by Joan M. Raines and Linda M. Clark of Middle Tennessee State University in 2011 reflects how technology has proven effective in the subject of mathematics.  The types of technology specifically mentioned described such things as graphing calculators as well as software for presentations, instruction, and practice. 

Graphing calculators allow students to incorporate more problem solving skills.  In addition to this, these calculators can accommodate the use of real-world data which provide for mathematical problems of greater interest thus proving to students the need for learning the subject of math.  Presentation software such as PowerPoint has improved learning since it allows for varied teaching methods and student learning styles.  Courseware that is web-based can provide a way for students to employ tutorials and reinforcement of concepts that provide instruction, feedback, review, and answers to practice problems.  Several benefits come from using this type of courseware that include student motivation and participation in active learning.

In conclusion, these authors remind us that it is important for teachers to have a plan when incorporating these technologies in mathematics to determine if they will allow for student improvement or not.  In addition to this teachers need to stay up-to-date on what technologies are available to help with this subject.  Using technology in math will encourage full participation as well as promote mathematical thinking and reasoning.

Reflection:

During my years of teaching mathematics to Resource Special Education students, I definitely noted the benefit of incorporating technology in the classroom.  The calculators that we used at that time were rather basic, but they still allowed students to solve problems taken from real-world situations that made the subject more meaningful to them.  Presentations through PowerPoint captured the students interest much more than activities taken strictly from the book or teacher lecture.  Web-based courseware emphasized practice of skills that students needed to prepare them for state testing and the learning of basic mathematical concepts.

Technology Professional Development Study

Reference:

http://www.rapidintellect.com/AEQweb/mo2378apr.htm

Review/Summary:

The topic of this blog covers a case study that focused on Technology Professional Development by Dolores T. Burton Ed. D. of the New York Institute of Technology. In this study seventeen fifth grade elementary teachers were involved in research that determined how technology learned in professional development was being put into practice in the classroom. The outcomes of eight of these teachers were examined in this study. Changes observed in these instructors after the training they received in the area of technology became known as the "Phases of Instructional Change." These phases ranged from the reluctance to use technology to the other end of the spectrum which involved a comfortable use of technology by both teachers and students.

These teachers  were placed in small groups or cohorts and in each session of professional development they decided what topic they would like to cover that would allow them to use technology in a variety of ways.  Through these training sessions, themes and projects were created by teachers that were ultimately applied in the classroom and computer labs with their students. For example, the teachers chose a topic that revolved around the United States and a study of the states.  In order to teach this topic with the incorporation of technology, the cohort of teachers decided to have students create a travel brochure incorporating information about the state of their choice. In later sessions, teachers discussed any problems and solutions that they were having in the area of technology.  There was also a session that allowed for the team of staff developers to come into the classroom and help the teacher with lessons incorporating technology.

At the completion of this study through the use of a self-assessment rubric, a proficiency score in the area of computer applications was generated and it was determined that every teacher made improvement in computer applications in nine areas which included such things as graphics, spreadsheets, and assessment.

Reflection:

When I first started teaching in 1998, I was most fearful of my deficiencies in technology use since I did not have a computer and knew very little about many applications and even navigating the internet.  Through professional staff-related training that we received in the area of technology from our on campus technology personnel, I as well as many other teachers became much more comfortable with using technology as well as incorporating what we had learned in the classroom.  We even had the opportunity to visit our teaching peers classrooms and observe how they were integrating the use of technology in their lessons.  This type of staff development has proven to be quite successful in my own experiences as well as for those instructors in the study above.

Using Video in Teaching and Learning

Reference:

http://cgi2.nhk.or.jp/bunken/english/reports/pdf/08_no6_05.pdf

Review/Summary:

In this review I looked at the article written in  entitled, "Digital Technology in Classrooms:  Video in Teaching and Learning," written by Ronald Thorpe.  Thorpe provides his readers with a short history of digital technology.  He talks about the use of the 16mm film projector in the 1950's and 60's.  He noted that the use of this type of medium often did not mesh with the instructional goals of the teacher and remained set apart.  Television use in education made its appearance in the late 1950's.  This author remembers watching television on a small screen in 1961 in the classroom to receive instruction on "new math."  Public television came on the scene in 1967 to provide educational information to adults and children of preschool age.  Sesame Street, Masterpiece Theater, and Nova were a few programs introduced during this period to accomplish this purpose.  In the 1980's teachers started using instructional video tapes in the classroom but again as with the 16mm film teachers were not integrating this resource sufficiently with their instructional goals and it was often used as something to replace teaching.

However, through all of these introductory forms of video, educators began to learn how this tool could be used to enhance the learning process and be integrated appropriately in eduation. Groups such as VITAL (Video in Teaching and Learning) and Thirteen which began in New York state began to focus on video use in instruction.  United Learning which later became Discovery originated through Thirteen's video on demand service and has produced millions of video clips for instruction.

Reflection:

Personally, I have been a part of every video resource mentioned above.  I remember the use of the 16mm film projector and how students would laugh when the teacher would rewind the film and everything moved backwards.  As a Kindergarten student in the late 60's I remember sitting in a fifth grade teacher's classroom watching a television set as man set foot on the moon.  In addition to this I also remember watching such programs as Sesame Street and Mister Roger's Neighborhood on occasion.  As a teacher I have been thankful to have had such resources through United Learning which later became Discovery to provide enhancement to my instruction of students in the classroom.    

Electronic Games in the Classroom

Reference:

http://www.cms.livjm.ac.uk/library/AAA-GAMES-Conferences/GDTW/2008/Papers/Camera-Ready-Papers/LP6.pdf

Review/Summary:

This study was conducted in 2004 in Thailand where the use of electronic computer games at that time was not full accepted as a means of instruction.  This research intended to focus on how much this type of technology was needed by students and if it would be used by instructors in the classroom. Surveys were used to conduct this research at two public and two private universities in Thailand.  Specifically, the study was also noting whether learning or teaching styles had anything to do with the use of this type of technology in the classroom.  In addition to this, the study looked at how instructors would feel about the adoption of education computer games in the classroom.   

Questionnaires were given out to 400 students in which 398 were returned.  Of the forty instructors who were given the questionnaires, thirty-two returned them.  After looking at the data from this study, it was determined that students and teachers of all learning and teaching styles were in favor electronic computer games in instruction.  Also, educators were agreeable with employing this type of technology in their classroom instruction.

A limitation noted in this study was the use of a target sample solely selected from schools that focused on Information Technology.  Those conducting the study gathered that individuals from this type of school would be more favorable of incorporating this type of technology in the classroom.  However, it was also reasoned that the popularity of computer game use with a younger generation could prove this belief to be incorrect.

Reflection:

Personally, I have discovered that the use of hands-on activities in the classroom and in this particular situation electronic computer game use, has been fruitful and produced more results in instruction than strictly using lecture, books, paper and pencil.  When students can have an active part in the learning process through the use of interactive games, they are more attentive and much more excited about learning. 

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Use of Videos in Teaching and Learning

http://cgi2.nhk.or.jp/bunken/english/reports/pdf/08_no6_05.pdf

REVIEW/SUMMARY

In this article entitled "Digital Technology in Classrooms:  Video in Teaching and Learning" written by Ronald Thorpe, we learn about the importance of video in relation to classroom instruction.  Thorpe provides his readers with a background of film and video.  He reminds readers of reel to reel 16mm projectors that were prevalent in the 1950s and 1960s.  In the 1960s this author recollects the instruction of "new math" through the medium of television.  However, he also notes that the majority of the time television was mostly used to show current events.  In the late 60s he mentioned the introduction of Sesame Street which aided the instruction of preschoolers.  Moving on to the 1980s he mentioned how teachers started to use VHS tapes to aid with instruction, but sometimes this type of technology became a replacement for the instructional process rather than something to enhance learning.  In 2005 (VITAL) or Video in Teaching and Learning was created by Thirteen/WNET to begin a study of how video could be included in instruction.  Thirteen has had a history of producing quality television since the 1960s.  This organization was also responsible for EdVideo Online created by United Learning which  was then bought by Discovery.  For achievement to take place in instruction through the use of video, VITAL took steps to provide an allignment of curriculum, instruction, and standards.  In conclusion Thorpe notes that the use of video in instruction does make a difference when it is used appropriately in comparison to printed material.  He backs up this finding with a report from the CPB (The Corporation for Public Broadcasting) entitled "Television Goes to School:  The Impact of Video on Student Learning in Formal Education" (2004) that television allowed for more effective teaching.

REFLECTION

Through the reading of this article, I definitely could relate to the various phases of film and video in my own education as well as that used during my instruction of middle school students.  I remember the use of the 16mm film projectors and how we all laughed when the teacher would rewind the reel and everything was moving backwards.  I could also tell that this type of visual instruction was rather cumbersome to the instructors who used it on occasion.  In the late 1960s and 1970s I do not remember the television being used for anything except current events.  I remember watching the landing on the moon when I was in kindergarten.  Other than that, I do not remember any teachers using the television for instructional purposes during that time period. 

After becoming a teacher in 1998, I incorporated the use of VHS tapes to aid with instruction especially in the subject of history.  As instructional videos became available through United Learning which later became Discovery, I remember having the technology person at our school help me provide a connection between my computer monitor and the television in the classroom with a connector box and an S-video cable to allow students a better viewing of the good quality instructional videos that were being provided through those venues.  As one of the few teachers in our school who was utilizing technology at that time, I was selected to have an interactive whiteboard mounted in my room which proved to be quite beneficial with instruction through interactive games and videos for my special needs students at that time.  I must concur with this author that instructional video used appropriately in relation to the curriculum can certainly benefit the educator and his/her students.

Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365. http://www.ascilite.org.au/ajet/ajet25/holmes.html

REVIEW/SUMMARY

This article discusses the increase of various technology used in education and it specifically mentions the interactive whiteboard.  In addition to this the author, Dr. Kathryn Holmes from the University of Newcastle, states the need for pre-service teachers to know how to use this tools features, difficulties of the tool, and how to develop lesson plans with its use.

This was a study of preservice teachers who were in their last year of secondary mathematics.  In order to conduct the study a framework was used that was the creation of Mishra and Koehler (2006) known as Technological Pedagogical Content Knowledge. 

This particular study was conducted with the New South Wales public school system.  This system like many others throughout the world spent a great deal of money on interactive whiteboards -- $66 million to be exact.

Some of the benefits for using this technology discussed the ability to address a number of learning styles as well as keep students' attention thus aiding classroom management.  Students were also motivated more toward learning with the use of this technology.

Drawbacks to the use of this technology involved the money required to install and maintain this tool.  Also more time was required for lesson preparation to use with the IWB than regular lesson plans.  Some of the students found the tool confusing and it became more teache-centered than student-centered; however, when the IWB was used for multimedia presentations there was more positive reaaction than when it was used as strictly interactive interace.

By the conclusion of the study it was determined that these preservice teachers could use the features of this technological tool with mathematics lessons which provided evidence of TPCK development.  Through this technology it was also shown that its main benefit was the ability to use several visual representations along with virtual manipulatives to help students understand various mathematical concepts.

REFLECTION

Through personal experience I have found the findings in the above report to be quite accurate.  When interactive whiteboard technology was being introduced to the school system where I taught in East Texas, teachers selected to use this new technology were invited for a four hour workshop in order to learn about how to use the IWB.  I believe that at least a full day or more of training would have been more beneficial to be able to adequately understand all of the features of this technological tool.   

When I as one of the few teachers in our middle school who had this device installed for use in my classroom began to employ the use of this technology in my lessons, I did find it required more time for lesson preparation if used with the interactive interface type of features.  As a teacher of special education, I found most benefit from the use of the IWB through the use of multimedia presentations in the way of learning videos related to concepts being studied or interactive games which allowed for a great visual way of learning. 

A Fresh Start

A new blog, laptop, and the start of a new semester of graduate studies in Instructional Technology.  I am excited and ready for a wonderful spring.