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Slide Notes
Hi everyone. For those of you who do not know me, I am Stephanie White, the technology integrator here at Ramapo High School. If I do not know you already, I hope to get to know you better as we all start, or continue, to get our feet wet with technology in our classrooms.
Before I get started, I just want to tell you why I am here presenting. This is not just another waste of your time presentation. My goal is to get you all familiar with current pedagogy behind technology in the classroom, so that when we have training it can be turned around and used in your classroom almost immediately. I will show you an example lesson and tell you how incorporating technology into the lesson will increase the quality of learning for your students. When we have professional development in the upcoming weeks we will make sure to make it relevant, where we will talk first about good pedagogy and to follow how we can combine that with technology (Diaz, n.d.).
Before I get started, I just want to tell you why I am here presenting. This is not just another waste of your time presentation. My goal is to get you all familiar with current pedagogy behind technology in the classroom, so that when we have training it can be turned around and used in your classroom almost immediately. I will show you an example lesson and tell you how incorporating technology into the lesson will increase the quality of learning for your students. When we have professional development in the upcoming weeks we will make sure to make it relevant, where we will talk first about good pedagogy and to follow how we can combine that with technology (Diaz, n.d.).
Using Technology to Improve Student Learning
Published on Jan 17, 2016
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Using Technology to Improve Student Learning
Stephanie White- EDU641
Hi everyone. For those of you who do not know me, I am Stephanie White, the technology integrator here at Ramapo High School. If I do not know you already, I hope to get to know you better as we all start, or continue, to get our feet wet with technology in our classrooms.
Before I get started, I just want to tell you why I am here presenting. This is not just another waste of your time presentation. My goal is to get you all familiar with current pedagogy behind technology in the classroom, so that when we have training it can be turned around and used in your classroom almost immediately. I will show you an example lesson and tell you how incorporating technology into the lesson will increase the quality of learning for your students. When we have professional development in the upcoming weeks we will make sure to make it relevant, where we will talk first about good pedagogy and to follow how we can combine that with technology (Diaz, n.d.).
Before I get started, I just want to tell you why I am here presenting. This is not just another waste of your time presentation. My goal is to get you all familiar with current pedagogy behind technology in the classroom, so that when we have training it can be turned around and used in your classroom almost immediately. I will show you an example lesson and tell you how incorporating technology into the lesson will increase the quality of learning for your students. When we have professional development in the upcoming weeks we will make sure to make it relevant, where we will talk first about good pedagogy and to follow how we can combine that with technology (Diaz, n.d.).
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Pedagogy Behind Use of Technology In Classroom
- Constructivism Approach
- Students are encouraged to become self-regulatory and self-aware
- Learning that takes place is authentic
- Teachers serve as facilitators, not instructors
Today the most common pedagogy approach to having technology in a classroom is a constructivism approach. Constructivism is a learning theory that suggests that we construct knowledge and meaning from our experiences (The University of Sydney,n.d.). For example, traditional classrooms typically consist of some type of teacher-centered lecture, where the teacher is talking and the student is listening. This is not a situation conducive to learning, and would be dramatically improved if the student is encouraged to be self-regulatory and self-aware while completing an authentic task (Attwell & Hughes, 2010). Authentic tasks are real-world situations that are relevant to students. From these real-world situations, students will be able to reflect on what they saw during the activity to create knowledge and understanding.
So if students are taking control of their own learning, what does that leave teachers to do? In a constructivism approach to learning, this leads teachers to become facilitators and move away from instructing (Attwell & Hughes, 2010). This is often a difficult change for teachers to accept as they have to give up control in their classroom and trust in the process. While students are working with technology, teachers must be constantly around the classroom assisting students in their activity, but avoiding telling the student what exactly it is they need to do. All questions from students should be answered with a leading question from the facilitator (teacher).
So if students are taking control of their own learning, what does that leave teachers to do? In a constructivism approach to learning, this leads teachers to become facilitators and move away from instructing (Attwell & Hughes, 2010). This is often a difficult change for teachers to accept as they have to give up control in their classroom and trust in the process. While students are working with technology, teachers must be constantly around the classroom assisting students in their activity, but avoiding telling the student what exactly it is they need to do. All questions from students should be answered with a leading question from the facilitator (teacher).
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TPACK
- Technological Pedagogy Content Knowledge
- In planning lessons, start with content knowledge, then use technological pedagogy knowledge to plan well balanced lessons
TPACK, or Technological Pedagogical Content Knowledge, is a framework for teachers that describes knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment (TPACK, n.d.).
It leads teachers to start planning a lesson as they always have, with the most important aspect first. This aspect is content knowledge. Teachers must have a good understanding of the skills and knowledge that they want their students to learn. Once they have that down, they can begin to use a combination of pedagogical knowledge and technological knowledge. In this framework it is essential to keep these types of knowledge balanced. Also, having only content and pedagogical knowledge will not produce 21st century lessons to prepare students for the real world.
It leads teachers to start planning a lesson as they always have, with the most important aspect first. This aspect is content knowledge. Teachers must have a good understanding of the skills and knowledge that they want their students to learn. Once they have that down, they can begin to use a combination of pedagogical knowledge and technological knowledge. In this framework it is essential to keep these types of knowledge balanced. Also, having only content and pedagogical knowledge will not produce 21st century lessons to prepare students for the real world.
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Outcomes and Standards
- Teacher aims to get students more familiar with area and volume.
- Students design a house floor plan with required rooms and an allotted amount of square footage
- Teacher has students draw out their plan with pencil and paper
- Teacher has students draw out their plan with pencil and paper
In a geometry class, a teacher plans a unit on area and volume. She has a goal that students will be more familiar with finding area and volume. As an attempt to make the lesson relevant to her student's lives, she creates a lesson where the students will design a floor plan to a house, that has a required number of rooms and an allotted amount of square footage. The student's final project is completed with pencil and paper.
Learner Outcome: Students will be able to create a house floor plan using area formulas of different plane shapes with an accuracy of 90%.
Although the lesson brings an aspect a little more related to the students lives, it can use some improvement. When using pencil and paper, this project can become very time consuming. If during planning students change their mind on the set-up, the basically have to start from scratch, erasing their progress. In the real world, architects have technology programs to assist in their designing of the layout of a home. So why not give students a similar opportunity and allow them to "play architect".
Learner Outcome: Students will be able to create a house floor plan using area formulas of different plane shapes with an accuracy of 90%.
Although the lesson brings an aspect a little more related to the students lives, it can use some improvement. When using pencil and paper, this project can become very time consuming. If during planning students change their mind on the set-up, the basically have to start from scratch, erasing their progress. In the real world, architects have technology programs to assist in their designing of the layout of a home. So why not give students a similar opportunity and allow them to "play architect".
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Outcomes and Standards
- Teacher aims to get students more familiar with area and volume.
- Students design a house floor plan with required rooms and an allotted amount of square footage
- Student creates their project using GeoGebra and Room Sketcher
- Students are also able to calculate costs.
After integrating technology into the lesson on area and volume, the lesson becomes more engaging to students. The learning outcome remains the same, "Students will be able to create a house floor plan using area formulas of different plane shapes with an accuracy of 90%". Additionally, the use of technology will decrease the time it takes for the floor plan. This will allow students to take their understanding of area even further. They now have time for an addition to the project, figuring out how much it is going to cost. This is a potential real world problem students could face as they get older. If students realize that, it will allow them to become more engaged. If they want to own a house someday, students will be excited to think about their future (because for some reason when you're young all you think about is getting older) and how much money they need to save up.
Having the technology in this lesson will help students to design their home, and it makes it easier for them to make changes once they start. It allows for trial and error of set-up. Through that experience of failing, reflection and fixing, a more solid understanding of the content is built.
Having the technology in this lesson will help students to design their home, and it makes it easier for them to make changes once they start. It allows for trial and error of set-up. Through that experience of failing, reflection and fixing, a more solid understanding of the content is built.
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Current Research
- Project RED study suggests schools with technology are not using them to the full potential
- Meta-analysis of studies released by US Department of Ed. in 2009 stated blended learning is the best.
Current research on technology in the classroom is limited because of the ever changing technology. Many studies that have been conducted have been said to not be accurate because of the small sample size, or that they have not been conducted over a long period of time. Conducting them over a long period of time becomes difficult because things are constantly changing.
However, according to a study done by Project RED, many schools with technology are not using them to the full potential (Technology in Education, 2011). This could be due to many reasons, such as lack of support and training for teachers.
Additionally, a meta-analysis of studies released by the US Department of Education in 2009, stated that blended learning is the best (Technology in Education, 2011). Blended learning is a combination of face-to-face instruction, and the use of technology. When combined with traditional instruction, the use of computers can
increase student learning in the traditional curriculum and basic skills areas (Noeth & Volkov 2004).
However, according to a study done by Project RED, many schools with technology are not using them to the full potential (Technology in Education, 2011). This could be due to many reasons, such as lack of support and training for teachers.
Additionally, a meta-analysis of studies released by the US Department of Education in 2009, stated that blended learning is the best (Technology in Education, 2011). Blended learning is a combination of face-to-face instruction, and the use of technology. When combined with traditional instruction, the use of computers can
increase student learning in the traditional curriculum and basic skills areas (Noeth & Volkov 2004).
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Current Research
- Students learn more quickly with the aid of computers
- Students have a higher interest level when learning with a computer
- The use of computers are a great tool for students with disabilities
Although all research is not in favor of technology in the classroom, the vast majority of it is. Technology can do a lot of good for student learning.
Research shows that students learn more quickly with the aid of computers (Noeth & Volkov 2004). Additionally, students also have a higher interest level when they get to use a computer, which leads to more learning. Finally, the use of computers are great tools for students with disabilities (Noeth & Volkov 2004). There are endless applications that can be used to help students with a wide variety of disabilities.
Research shows that students learn more quickly with the aid of computers (Noeth & Volkov 2004). Additionally, students also have a higher interest level when they get to use a computer, which leads to more learning. Finally, the use of computers are great tools for students with disabilities (Noeth & Volkov 2004). There are endless applications that can be used to help students with a wide variety of disabilities.
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Web 2.0 Tools
- Socrative- The best way for formative assessment
- Nearpod- A better way to present a lecture
Web 2.0 Tools, are ways to enhance creation, collaboration, and sharing. They are typically very user friendly, and very beneficial in a classroom. Here are a few examples.
Socrative is a favorite of mine. It is the best way to get quick formative assessments in. This tool is similar to response systems, but it is free and each student can either use their mobile device or a school labtop or computer. Socrative allows the teacher to poll the whole class on a simple question, give a quiz, or ask students to create their own questions. When this all happens, the teacher gets a report in real time of each student's response. This allows the teacher to modify the lesson as needed to ensure that students are gaining the appropriate understandings.
Nearpod is a similar tool, which allows teachers to better present information in a "lecture" style. Sometimes, lecture cannot be avoided, but it can be improved. Nearpod allows teachers to create a presentation, and imbed questions within it. Students can access the slide show on their device, and input their answers when the class comes to an answer. This makes the lecture interactive, and allows the teacher to assess as they go. Additionally, there is a large database of Nearpod slide shows already made, which could help reduce the time needed for planning for teachers.
Socrative is a favorite of mine. It is the best way to get quick formative assessments in. This tool is similar to response systems, but it is free and each student can either use their mobile device or a school labtop or computer. Socrative allows the teacher to poll the whole class on a simple question, give a quiz, or ask students to create their own questions. When this all happens, the teacher gets a report in real time of each student's response. This allows the teacher to modify the lesson as needed to ensure that students are gaining the appropriate understandings.
Nearpod is a similar tool, which allows teachers to better present information in a "lecture" style. Sometimes, lecture cannot be avoided, but it can be improved. Nearpod allows teachers to create a presentation, and imbed questions within it. Students can access the slide show on their device, and input their answers when the class comes to an answer. This makes the lecture interactive, and allows the teacher to assess as they go. Additionally, there is a large database of Nearpod slide shows already made, which could help reduce the time needed for planning for teachers.
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Web 2.0 Tools
- Google Tools
- Docs, Drive, Classroom, Forms
Google has a wonderful collection of tools helpful to teachers and students. The most common are Google Docs, Google Drive, Google Classroom, and Google Forms.
Docs is very similar to any word processor. The big difference is you can share it with someone on Drive, and they can work on it in real time together. This is useful for group projects or anything that involves collaboration. It can also show teachers who did what, to ensure that it is not just one student doing all of the work.
Google Classroom, is a virtual classroom where assignments can be posted, discussions can be had, and students can also receive their grades and any feedback on their projects. Classroom allows you to use endless amounts of tools, there is something for every subject area. Assessments can also be set up to grade themselves.
Finally Google Forms is a great way to survey your students on their understanding of a topic, and could be used as a review assignment,
Docs is very similar to any word processor. The big difference is you can share it with someone on Drive, and they can work on it in real time together. This is useful for group projects or anything that involves collaboration. It can also show teachers who did what, to ensure that it is not just one student doing all of the work.
Google Classroom, is a virtual classroom where assignments can be posted, discussions can be had, and students can also receive their grades and any feedback on their projects. Classroom allows you to use endless amounts of tools, there is something for every subject area. Assessments can also be set up to grade themselves.
Finally Google Forms is a great way to survey your students on their understanding of a topic, and could be used as a review assignment,
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References
- Attwell, G., & Hughes, J. (2010, September 1). Pedagogic Approach to Using Technology for Learning. Retrieved January 17, 2016.
- Diaz, D. (n.d.). The Technology Source Archives - Taking Technology to the Classroom: Pedagogy-Based Training for Educators. Retrieved January 17, 2016, from http://technologysource.org/article/taking_technology_to_the_classroom/
- Noeth, R., & Volkov, B. (2004). Evaluating the Effectiveness of Technology in Our Schools. Retrieved January 17, 2016, from https://www.act.org/research/policymakers/pdf/school_tech.pdfThe University of Sydney - Faculty of Education and Social Work. (n.d.). Retrieved January 17, 2016, from http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/con...
- TPACK.ORG. (n.d.). Retrieved January 17, 2016, from http://www.tpack.org/
- Technology in Education. (2011, September 1). Retrieved January 17, 2016, from http://www.edweek.org/ew/issues/technology-in-education/
- Noeth, R., & Volkov, B. (2004). Evaluating the Effectiveness of Technology in Our Schools. Retrieved January 17, 2016, from https://www.act.org/research/policymakers/pdf/school_tech.pdf
