REA 6

How can we leverage technology to address the increasing prevalence and importance of digital assessments?

Upon reading the article I felt somewhat reassured in my career and teaching, and thankful for the strives my district is taking to promote higher level thinking. I have been involved in two districts that value a Robert Marzano philosophy alongside my current district that is an IB (International Baccalaureate) world school. The best way to describe IB is as a framework that encourages higher level (inquiry based) thinking from students, which provides social and problem solving skills to contribute to a global society (implemented across all subject areas).

But...here's where my district lacks in the ability to completely be global...no technology. What global society are we preparing students for when we are not weaving in the proper technology? We are in for a rude awakening come 2015 with SBAC. Our district has not attained wifi in the district, we have it in certain areas (library, cafeteria for cashiers, and some special education classrooms). The password can only be entered by our one person technology director on a school owned device, so even as an educator and bringing in my own items I am not allowed to tap into our wifi. They will take a top-down approach for introducing entire school wifi from the high school down, with an elementary expectancy in two years time.

I guess this is going back to my earlier posts in that us as teachers are going to have to be the classroom innovators, because unfortunately the funding isn't there, and who's to say it ever will be. It's going to take a lot of basic computing and maneuvering skills from teacher to student to learn and guide themselves on today's technology (somewhat if they do not have exposure). The problem with today's technology is that not everyone 1. has it 2. or knows how to use it.  

As a kindergarten teacher, I feel that early exposure to technology in my classroom is key in preparing them for future work in upper grades, especially with SBAC approaching. I already implement some form of exit ticket (non-technological) and next year teaching second grade I will have more opportunities to include higher level thinking in my exits. At the elementary level I have experience with reading A-Z, AR, and other forms of assessment tracking per student like IXL math. We utilize AIMSWeb and Datawise programs K-5 where we can even create our very own assessments and have the exposure early on to technological test taking (one thing I am very thankful for is teaching bubbling! Teaching a student how to bubble opposed to just a click is life-changing!).

I was introduced to Socrative and Exit Ticket at this year's MACUL Conference and loved it! Although, I haven't been able to successfully implement it without the proper (necessary) technology. The ease and ability at which they function and the automatic emails you receive, takes time away from grading and is a great way for data collection. It is also a great tool to show the teacher where their students are at in that moment in time AS WELL AS provide your students with immediate feedback! Infuselearning seemed to be very similar to the two. Do you utilize these with your chromebooks in your room? Do you have a preference over one or the other?

The googledocs with flubaroo reminded me of your survey you had asked us to take, I have the option to "flubaroo" with Datawise in my classroom, which I can create tests and have them electronically graded. However, flubaroo was really simple and less time consuming (as well as easily navigated). Thank you for this introduction!

In the article;

"Currently, a typical language arts assessment requires students to read a passage, then respond to five or six multiple-choice questions based on the passage. The newer tests may require students to go back into the passage and highlight evidence for their answers--" (Fink, 2013)

This quote was really assuring to me in that I am doing okay with my teaching. We always strive to do better and it reminds me of my former educators who inspired me to teach, good teachers have been doing this all along, it just now requires the introduction of technology.

I am hopeful, optimistic, and determined to hit the ground running with technology in terms of assessment and this course has really opened my eyes to better implementation and view points. I would love to do more but with the resources I have and have attained but currently I don't have that opportunity (or funds).

REA 5 - To what extent does/can technology enhance/inhibit writing?

To what extent does/can technology enhance/inhibit writing?

I mentioned a bit about writing in my last post merely because when I think about reading I also think about writing, maybe that's an elementary mind?

I think technology is huge for writing and well voicing our writing. It goes leaps and bounds for those who may have disabilities and cannot write or hold a pencil or simply an interest level. I would much rather type up a paper then hand-write one. When's the last time you turned in a pen and paper document? I don't recall since high school maybe? Tech is where we are going in reading and writing. (I think my opinion has even changed since)

So what does this all mean?

Yes, technology is extremely important but is the written word (handwritten) going to become obsolete in recent years to come?

I rummaged through my mind and my thoughts went crazy, well people need to know how to sign their name (do they even teach cursive anymore?), how to complete a check book (check books are supposed to be done in 2018 I heard), they need to jot down notes, letters, to do lists, all of which can be done on an iPhone in an instant. I wondered to myself, in shock...will we no longer need to teach people how to handwrite these items? What is going to happen to penmanship in general? but in the world we're in and where we are going...does it really matter?

I recalled a website I recently came across of items that will be obsolete by 2020 in schools, interesting read...that is if (public) schools (in Michigan) still exist in 2020...

21 Things that will be obsolete in 2020...

I feel like I am entering a new era, and it's embrace or be left behind. Which I have embraced but I question the success of writing in a tech powered world.

Will technology inhibit:

• Fine motor skills of young emergent writers (holding a pencil, stroke, curve and creation of letters and numbers)
• How will people learn penmanship? Do they even need to learn that anymore? 
• How will people learn to properly spell if they rely on spellcheck and/or abbreviated writing like in texts/emails. 
• What will happen to a simple letter, snail mail and The USPS in general? (not entirely school related)

Technology continues to enhance student learning and spark creativity. It's an engagement piece, and our students are surrounded by it more at home then most schools.

I think technology has made leaps and bounds for writing in general as far as enhancing our writing skills, think about how great it is to save our writing on a computer as opposed to typing on a typewriter? How did they do that? I am sure we will look back and say the same thing some day about laptops, iPads, and other technology but until then I am living in the now.  

I love how the article mentions:

"Then, as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle." (Heitin, 2011).

It reminds me of a time in my AP Lit course in high school I was required to turn in a tech piece for a book we read in class, I turned in a PowerPoint presentation on a floppy disc about Great Expectations haha wow how times have changed.



In regards to the items presented:

Google Docs - what a great way to share, save, and create documents.  I can't even imagine the possibilities in the upper grades students could complete in cooperative learning.

Glogster - I have never used glogster before but it looks and seems amazing, what a great tech tool to utilize in a classroom, the uses can go from student to teacher as far as projects to lesson plans.

PrimaryPad - games, avatars, collaboration, teacher tech tools - assessment data 

Storybird - create, read and share stories digitally, love this idea instead of creating classroom books with student work, what a great piece to send home at the end of the year with all the students work saved.

Padlet - I like how they originally thought it would be used to wish people happy birthday or send greetings by naming it wallwisher and how they expanded and realized their "wall" could be utilized to create much more. Possibilities are endless! Digital grafitti :) 

Quadblogging - I love this idea of involving more than one person in a blog, even something I would want to contribute to with a group of colleagues in sharing ideas and teaching techniques.  Would be great to introduce with pen pals or other countries to share a blog together. Because what's the point of a blog, if no one is reading it?

MyStoryMaker - reminds me a lot of the My story app I shared in my REA #4 post. Love this and use it in my classroom. Very simple to use and ge

Overall, all the technology tools we discussed seem to be very collaborative and we live and work in a very collaborative country.  It seems that the use could go from teacher to teacher, teacher to student, student to teacher and even expand amongst parents. 

I had the opportunity to teach first grade at an all-girl school in Port Elizabeth, South Africa while completing some independent research on their special education services/system...I introduced collaborative groups and I have never seen such young of girls turn on one another...their style in teaching and learning is very individual and competitive. 

First Graders work at their seats on "seat work" individually

A group of my first grade girls sharing some weekend news with me

The most powerful line in the article that struck me was;

"The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake. It’s best to “find the appropriate technology to mesh with what the teacher’s already doing well,” says the University of Maryland’s McCaleb, “not to force it in.” (Heitin, 2011).

Too often we see technology there just to be there, but it doesn't mean its being used properly or effectively. 

The article itself plays true to our tech world, think of all the items that have since been created... this article was written in 2011.

Overall, I am totally for the use of technology in the classroom in regards to writing and if we could all receive the proper training, latest and greatest technology, and equality amongst classrooms in regards to technology perhaps we could truly see the effects of how technology can enhance all student learning (and not just those who can afford it).  

If we aren't using technology to teach or introduce items to our students we are doing them a disservice in preparation for their future. 

Get on the tech bus, because it's our future...

Reference: “Writing Relaunched:  Teaching with digital tools” (EdWeek)

On a completely different side note, I spoke with a colleague who is pursuing her masters in ed tech currently. I had asked her what the most interesting item or anything new she has been introduced to or come across in her studies and she said online newsletters...It just really opened my eyes to how large the gap in technology is and where we can truly go with all its abilities if trained properly, or exposed I suppose. 

Make your classroom as dynamic as the world around us...

After reading some of the other blogs I find myself to agree with a lot of my classmates in regards to technology being a great tool to assist students in their learning.  We do have to stay up to date but we can't rely heavily on technology dictating all instruction, especially reading and writing.  

This YouTube video is short and reminds me that we must be classroom innovators in today's world!

As teachers we must make our classrooms as "dynamic as the world around us"

REA 4 - To what extent does/can technology enhance/inhibit reading?

To what extent does/can technology enhance/inhibit reading?

I think there is a happy medium between how technology can both enhance and inhibit reading and literature in general.

From a personal perspective, I believe myself to be somewhat experienced with technology, yet when it comes to reading via tablet or computer it does promote some challenges for myself. For instance, reading the article I find it easier to go back to a certain page to reread or with paper I like to add notation or highlight to reference back to. Granted apps and adobe allow the possibility to add notes and highlight I still prefer paper to screen.

The article mentions:
"At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension. In a study published in January 2013 Anne Mangen of the University of Stavanger in Norway and her colleagues asked 72 10th-grade students of similar reading ability to study one narrative and one expository text, each about 1,500 words in length. Half the students read the texts on paper and half read them in pdf files on computers with 15-inch liquid-crystal display (LCD) monitors. Afterward, students completed reading-comprehension tests consisting of multiple-choice and short-answer questions, during which they had access to the texts. Students who read the texts on computers performed a little worse than students who read on paper." (Jabr, 2013)

This doesn't surprise me one bit, I too lack the comprehension skills when reading from a screen. 

Technology Enhancing Reading

I feel that technology can enhance reading in multiple ways:

1. You have the ability to be read to.
2. You can convert your speech to text without lifting a pen/pencil to jot notes or remember certain aspects.
3. You can look up words (their meaning/definition), have unknown words pronounced and read to you.
4. Help those with speech issues read and write.
5. Offers the ability to multi-task while completing a reading or writing assigning or for pleasure. You could technically be driving and write an entire paper based on thoughts to your head, or have a book read to you. The safety might be an issue here.
6. Apps allow us to practice supplement our skills in specific areas of struggle, and it can be made fun to engage our learners at multiple levels.. Yes, there's an app for that!

Technology Inhibiting Reading

As mentioned before, I myself read better with paper or inside an actual book. For pleasure I don't mind reading a book via my iPad but when it comes to technology I think it mostly inhibits young readers.

I can't stress the importance of reading at a young age, the exposure alone to books, being read to, modeled by parents/guardians, and an abundance of books available to them.

As a kindergarten teacher, I whole-heartedly believe that students should learn to read with paper/hardcover books. For several reasons;

1. Having the coordination to hold the book and turn the pages correctly (fine motor skills) The article mentions that babies touch EVERYTHING this being true it would be key to notice if they are utilizing every day objects the correct way, part of an individual kindergarten assessment.

2. Reading left to right and turning pages in order - I understand we flip, slide, and turn our tablets for orientation - Can young children accomplish this? Yes, but they should learn this from a hard copy first just so in their future they may possibly encounter an actual real-life book and understand how to interact with it.

3. Children exposed to "screen time" at a young age has been referenced to decreased brain/eye development. I have read and heard that from 0-3 no iPad/screen-time should occur...do I have the research to back that up...unfortunately, no. Currently, our school district supports no screen time in our 0-3 programs.

4. Learning to write apps and tools are great to supplement learners utilizing them with both tech and pencil paper. Using your finger to trace on an iPad isn't going to teach my children to properly hold a pencil, cut with scissors, or experience writing on different surfaces. Do these supplement these skills and help students practice, absolutely. We cannot fully rely on this to teach them to read and write though.

5. Text to speech - speech to text - doesn't teach our students to spell correctly! Oh I can't get over the spelling issue in this day and age... With slang, abbreviations and flat out lack of grammar it's disturbing. I feel that technology has made us lazy in this aspect, even myself.


The article mentions
"In most cases, paper books have more obvious topography than onscreen text. An open paperback presents a reader with two clearly defined domains—the left and right pages—and a total of eight corners with which to orient oneself. A reader can focus on a single page of a paper book without losing sight of the whole text: one can see where the book begins and ends and where one page is in relation to those borders." (Jabr, 2013) 

This is so true for kindergarten and young learners, they need this exposure.  

Tools

Intrigued by the free download of iSpeech, I downloaded and I utilized it - perhaps it's my voice or annunciation skills but these apps are not always accurate and could potentially mark you down for incorrect spelling or purely not even making sense in regards to creating an assignment utilizing this tool (assuming they do not check their work).

The literacy app list is a great reference tool that I hope I can share with my colleagues who are constantly looking for great apps to use as supplemental tools in the classroom. However, there are so many lists out there for great apps, do we really know whats creditable?

The issue I have with utilizing technology and apps to assist young readers and writers...there are an abundance of apps out there but not everyone knows which app is true to be effective. This comes in with training and research. As a teacher, do we have the opportunity to explore and research each app? Not necessarily. We see a list and we immediately download every suggestion and without opening and trying ourselves some of us hand the iPad to the student and say go, not really knowing or understanding if this is truly helping this student make any gains in literacy.

I utilize many of the apps in my classroom, in fact a student that I have who cannot physically write words (doesn't know his alphabet) but can completely converse and draw a story is able to show me through an app on my iPad called MyStory (not included on the list and is $1.99). Here are some samples of student created stories not particularly the student I mentioned:
http://msty.me/10QFimj
http://msty.me/17tbjV7
http://msty.me/10QGsye
Here my students just took pictures of their writing but you can add photos you take of other items or simply create your drawing with a paint like style option.

This was a great tool and it allowed me to make class digital books but also email a link home for parents to see their students work and the progress. Now with two iPads in my class it proposed some difficulty getting through the entire class but we made it work.

Conclusion

I am all for our classrooms to include technology but implemented differently amongst grade level and age. I see technology as a tool but not as a sole item to introduce reading and writing to a young adolescent.


Work Cited from:

“The Reading Brain in the Digital Age:  The Science of Papers versus Screens” (Fabr)

REA 3 When does technology become the “cart driving the horse” when we’re instructing

I often wonder when technology will become the “cart driving the horse” when we’re instructing but still feel that I am able to implement it effectively but not entirely rely on it.  I often refer to technology as tool to enhance student learning and to engage them. 

The article undoubtedly made me heart ache, I just funded a project for my classroom and was awarded a $4,000 IWB. A tool my school district can’t and at this point in time will not support, (most likely due to articles like this).  Although I have done all research, funding, and training on my own and through my former school district I do feel that I can effectively implement this IWB in my classroom.  INCLUDING making it more inquiry based and effective.  Since this is something I have gone out of my way to get into my own classroom I see myself using it more effectively than if we were to have them supported within our district.  The biggest thing in my mind is not to use this as a tool to 1. Call a student out on their inability and publically display it 2. DO NOT USE IT as a glorified image projector.  IT is student driven. 

I will not have this piece delivered until this upcoming fall, and currently I am not sure where my teaching assignment will be.  Same district, different building, different grade.  I fear not, this tool can be utilized K-12.  Do you think I will use it effectively, of course. Is someone going to measure this? No.

Students order lunch utilizing the SmartBoard - student takes responsibility then one takes attendance before we start morning math 

Morning Calendar - Student Completed/Job

Math Workshop Station - Self Checking Addition and Subtraction using base ten blocks

Students find the area of different self created shapes - esploration

I see the argument from the article and yes technology is ever changing. My fight for IWB, we DON’T HAVE WIFI! Our school lacks the infrastructure to support any high-end need technology piece. Classroom iPads or Chromebooks would be amazing but right now would not assist students. Our PTO purchased one iPad for each classroom teacher last year but without any training or support from our district.  It became a glorified rectangle for teachers not familiar with iPad technology to check their email on AT home.  How sad, but it continues to happen…so perhaps the questions isn’t are these items effective to teaching or are our teachers just not properly trained?

This goes back to my last week’s post in creating inequality within the classroom.  Inequality has always been there regardless but with or without tech there will still be inequality in knowledge of, use of, and effect on our students based on its implementation. Inequality is going to exist period. Why should I be punished if I can function, support, and assist students in learning.

I currently run my personal iPad, PTO donated iPad, laptop and iPhone with wifi hotspot myself in my classroom. Costing me more in phone bills.  My current classroom computer will not operate IWB software, is not wifi compatible, and I have been denied the access to have Splashtop even upon writing a ticket to my classroom computer. The frustration continues.  Both of the IWB tools mentioned and explored I have and use, but am denied Splashtop support. I agree with you on using Doceri more than your actual IWB software.

As far as Prezi goes, I love the use of this presentation feature. I used it in student teaching to prepare a lesson for students with mild cognitive impairments (MOCI) and how to appropriately go out to eat on our planned field trip.  It was visual, informational, and just what they needed. With the use of the Promeathan Board in that room I created a quiz with clickers that didn’t disclose who answered what on display, but also provided step by step instruction with visuals, a huge need for students with CI or any student for that matter. During my Prezi students had great input and offered other suggestions, which I added by handwriting with the stylis on the IWB.

http://prezi.com/unwv-5ziprcq/how-do-i-act-when-dining-out/ 

I have also used Prezi in interviews to present rules, lessons, and my resume.  I have yet to have my own students generate their own Prezi at a K-2 level, but am very interested in trying to implement.

The article mentions;

“Some of the benefits of integrating such technology into classroom instruction include: meeting the needs of visual learners; more interactively teaching whole-class lessons; better engaging students (Wall, Higgins, & Smith, 2005); and using a variety of multimedia within a whole-class lesson - such as video, pictures, diagrams, and websites (Ekhami, 2002; Higgins et al., 2007; Johnson, 2002; Levy, 2002).”

I agree the benefits are great, I not only use it for whole-group but trust my (then second grade) students to utilize it in small groups during workshop model in math and literacy.  Students can work in small comfortable groups leveled to ability, I can create a quick activity, present an interactive game, and make it self-checking. Students will not be practicing an incorrect task without the board correcting them rather than in a small group I may not be monitoring at the time.  I also had the ability to remotely access any need the student had with the IWB across the room with a wireless keyboard and mouse (purchased on my own).

The article also mentions;

As these researchers say, "The main emphasis needs to rest with the appropriateness of the pedagogy, not the use of the technology per se" (p. 6). In all, school districts cannot expect transformational teaching and learning based on the simple addition of IWBs to a classroom.

I am not naïve in the fact that this tool is going to miraculously transform my teaching just by simply adding it to my classroom, but I do believe whole-heartedly that my students benefit from it.  

 In the conclusion of the article I was pleased with the suggestion of perhaps a district implementing the piece of technology in a few teacher’s classrooms or based on content.  I found that option to be appropriate cost wise as well as still having the use of it somewhere in a school.

Technology is prevalent and will continue to be a feature in classrooms.  I am not sure when it will be the cart driving the horse entirely with teacher instruction if it’s used properly and the instructor is educated.  Thus, requires technology updates, professional development, and overall instructor willingness to advance in the use of the piece.  I am not sure if we will ever see a happy medium in regards to technology based on state legislature, individual district budjeting, and overall need/want. 

REA 2 - How does/should technology fit in K-12 education?

After reading the two articles it really connected to my current teaching career.  As I am entering my third year of teaching I feel that I am coming in a great deal of experience and knowledge in technology.  Growing up with a father who has worked for a large computer company my entire life and having access to up to date technology has been a big influence on my learning and ease with technology.

What intrigued me the most is thinking about technology at a higher level or to students have access to these technologies at home and school.  In the article, “Preparing schools to accommodate the challenge of Web 2.0 Technologies” (Jouneau-Sion & Sanchez),

“This alternative approach is based on trust. The teacher has to trust in his pupils and accept that they are free to decide whether the content of their microblogging is relevant or not, whilst parents must trust the teacher because Twitter links pupils to unknown adults. Dealing with this risk is quite similar to that of other social spaces.”

I was really interested in the discussion of introducing technology to the students and trusting them to use it properly.  It was such a neat perspective to think about when utilizing in the classroom what our students are actually up to. There are so many factors to think about when introducing a piece of technology or access because as teachers we already walk on eggshells.  I can’t even begin to imagine the interference these pieces of technology have in upper grades.  (How do you do it?! – I coached a middle school cheer team and this was a challenge to put the cell phone down at practice, I can’t imagine an entire school day.)

I introduced Edmodo this year in my kindergarten classroom and my students and parents loved it.  With today’s technology I allowed one student per day to use my personal iPad and document our day through the eyes of a kindergartener. The student was allowed to draw, film, and photograph our day. I trusted that child with my iPad all day, in a wonderful case of course.  The sense of pride and eagerness to document our learning was amazing to see at such a young age.  At the end of the day we discussed as a class for about 10 minutes and posted it to our blog on Edmodo.  Parents had the opportunity to sign in and read what we were up to that day, all photos were taken out of permission and only posted to our password locked site.  Students even utilized this at home to post things about what they are up to on the weekend or a special event.  It really connected home and school and found it to be engaging for such a small piece.

On the contrary, the other article offered the research behind mixed media and the implementation in classrooms.  This article hit home for me.  I felt a little on the defense as I read it and thought about how much as teachers we do have to train and plan for and expected to use the greatest and latest piece of technology. I see both sides as to how do they measure teachers using the piece of technology in their classroom and if they are even using it correctly.  How can we fill the gap?

I think technology plays (and will always play) a huge role in K-12 (and beyond) education.  I think we definitely need to blend technology within our classroom but not forget to also present items to our students in paper/pencil style.  I think this will be a constant battle in our system and we are flawed. We want to prepare our students for the latest and greatest items in the 21^st century, yet can every school district dish out the money to support that need? Who gets left behind?

 My current district has faced two failed technology bonds within the same year, yet I don’t think our community really understands our need.  As a teacher, I feel like we are doing a disservice to our students by not exposing them to more. (classroom computers, SMARTboard technology, WIFI, computer labs, etc.) I try to go above and beyond to earn such tech pieces and I get reprimanded for it because it will create inequality within our building and grades.  How do we create equality in general with technology?

Technology continues to excel at a rate I can hardly comprehend, but I feel strongly that there is a need and it should be implemented K-12.  Technology is engaging and is most likely creating new positions for our current students to work in, in their future.  

First Posting

First Post!