EdTech 541 - Final Reflection
This
is one of the courses that I was looking most forward to when enrolling
in the MET program. With the high school redesign (reform) and the
ever-changing technology available for our students, technology
integration is so important in 21st century education. The course did
not disappoint. The only negative is that it was held in a seven week
span in the summer. There was way too much to learn and too many
resources to look at to fully benefit from everything this course had to
offer.
What Have I Learned
Where
do I begin. There is no doubt that the impact of technology has changed
the way students learn and teachers teach. It is obvious from this
course that technology must be integrated into the classroom. There are
so many ways this can happen; mobile apps, spreadsheets, assistive
technology, instructional software, video integration and
cross-curricular classes. The different types of technology is
astounding. I have learned where to find these technologies and now know
the need for all of these in the classroom. I also learned about the
importance of relative advantage. It is so important to have a reason to
integrate the technology and not just do it to impress. Another thing I
have learned in EdTech 514 is that you can locate just about any
resources as long as you take the time to find it. The list of resources
and software that is available for student learning is incredible.
I have a detailed listing of how the artifacts from this course demonstrated AECT standards in my website. A short version would be to say that the artifacts and readings mainly demonstrated the following:
Section 1 - Content Knowledge
1.1 Creating - creates instructional materials and learning environments.
1.2 Using - selects and uses of technological resources to support student learning.
1.3 Assessing/Evaluatiing - demonstrates the ability to assess and evaluate the effective integration of technologies.
Section 2 - Content Pedagogy
2.1 Using - applies content pedagogy to create appropriate processes to improve learning.
2.2 Using - implements appropriate technologies based on content pedagogy.
Section 4 - Professional Knowledge and Skills
4.3
Reflection of Practice - analyses artifacts and reflects on the
effectiveness of design, development and implementation of technology
supported instruction.
Section 5 - Research
5.3 Assessing/Evaluating - applles formal strategies in assessing resources for learning.
5.4 Ethics - uses acceptable and professional guidelines in research.
How Have I Grown Professionally
As
I stated earlier in this post, I am currently finishing up a
professional improvement fellowship and will be starting at a new school
in just two weeks. It is an exciting time to get back into the
classroom. This course has given me an abundance of ideas for my
upcoming classes. I want to be a leader in this reform. I will hopefully
become a mentor in technology integration and continue on with my goal
of becoming a school administrator or specialist in learning technology.
I
have also learned some very important things about myself. I have
become very disciplined at setting aside time to do my work and I am now
able to reflect more about my learning. Through all of this I believe I
have a deeper understanding of what it will take to be an exceptional
educator and leader in the 21st century.
How my own teaching practice or thoughts about teaching have been
impacted by what I have learned or accomplished in this course?
I
teach in an area where I have always used technology as a support - or
at least I thought I did. I have used computers, spreadsheets and the
Internet to some degree. However, as a result of this course, I know I
can do better. In the upcoming school year I will try to integrate more
technology into the classroom to better engage my students. My goal is
to have a highly personalized classroom with inquiry-based authentic
tasks for the students to do. I have noticed a change in students over
the last five to ten years and it is now time to try to catch up and be a
better teacher. No more will I ban cell phones or the use of social
media in the classroom. Instead, hopefully, the students will use these
tools to engage and excel in the concepts in my courses.
How theory guided development of the projects and assignments I created?
Our
school is expecting our teachers to use theories that will enhance
student learning for today’s students. They are pushing constructivist
views like personalized learning, inquiry-based learning, project-based
learning, collaboration, reflection, cross-curricular teaching and
authentic, lifelong learning. Even though some of these theories and
strategies are new to me, I tried to keep them in mind when developing
the artifacts for this class. In the lessons I constructed, I made a
point to use only a limited amount of teacher-directed instruction.
These lessons were designed to give students the opportunity to discover
the content for themselves and to assess through formative means.
Part II. Assessment of Performance
Criteria
|
Outstanding
|
Proficient
|
Basic
|
Below Expectations
|
Content
70 points
70 points
|
Rich
in content, full of thought, insight and synthesis with clear
connections to previous or current content and/or to real life
situations made with depth and detail.
|
Substantial
information, thought, insight and analysis has taken place with some
connection to previous or current content and/or to real life situations
but lack of depth and detail.
|
Generally
competent in summarizing learning, but information is thin and
commonplace with limited connections and vague generalities.
|
Rudimentary and superficial regurgitation of content with no connections and/or completely off topic.
|
Readings and Resources
20 points
20 points
|
Readings
(from course text) and other resource materials are used to support
blog comments. APA style is used to cite references.
|
There is some reference to readings and other resource material. No or limited use of APA style references.
|
Little if any reference is made to readings an other course materials.
|
Readings and resources are not mentioned.
|
Timeliness
20 points
20 points
|
All required postings are made early in the module to give others time to comment.
|
All required postings are made but not in time for others to read and respond.
|
Some or all of the required postings are made, but most are at the last minute without allowing for response time.
|
Some or all of the required postings are missing.
|
Responses to Other Students
30 Points
30 points
|
Two or more substantial posts with at least one detailed response made to address another students’ post.
|
One or more satisfactory posts with at least one satisfactory response made to address another students’ post.
|
One satisfactory post with a brief response to another students’ post.
|
One brief post or no post at all and no response to another students’ post.
|
Total - 140 points
Throughout
the last several courses in the MET program, discussions and blogs have
been an integral part of the learning process. It has allowed for a
chance to reflect on the concepts covered in a module or topic. Along
with the original posts, the responses from my colleagues have been very
helpful. Many times these responses have lead to great conversations,
but at the very least, it has left me thinking about other points of
view.
It
is because of this learning and reflection that I have worked hard at
these blogs and discussions. I believe I have met all of the
requirements of a good post. As shown through the rubric, I believe I
deserve an outstanding grade as I have met or exceeded all expectations.
I have four more courses in the MET program and I hope that the
learning log is a major part of each of the courses I have left.
EdTech 541 - Accessibility Features of the MacBook Pro
The amount of technology that is available today for the 21st century learner and teacher is remarkable. One of the most incredible features of technology is its ability to allow students with disabilities to take part in this learning process. No longer are these students segregated to separate classrooms. Today, students are integrated fully, and, with the use of assistive technologies, are able to learn equally of that of a mainstream student. Roblyer (2016) states, “Assistive technology devices and services enhance the performance of individuals with disabilities by enabling them to complete tasks more effectively, efficiently, and independently than otherwise possible” (p. 408).
In order to use this technology, the computer is essential. At the start of the MET program I made a decision to go with an Apple MacBook Pro. The operating system is the OS X Yosemite. It was completely new to me as I had never used a Mac product - except my iPhone. I am still learning its functions daily, but was shocked to discover the many accessibility tools it has built in directly to the computer. The following list outlines the accessibility features and support that comes standard on Apple’s Macbook Pro:
Visually Impaired or Blind
- VoiceOver - This is a screen reader that is a text-to-speech tool. It lets the user know exactly what is happening on the computer and is fully-interactive. It allows interaction through gestures, a keyboard or braille display.
- Zoom - This is a magnifier that allows the user to enlarge anything on the screen up to 20 times. It also has a picture-in-picture function that allows a zoomed in section and, at the same time, a normal sized section of the screen.
- Dictation - This function allows the user the ability to talk where they would normally type. Replying to an email, searching the web, or writing a report can be done with just the use of your voice. It also allows the user to ask the computer to bold, delete and even replace words.
- Contrast Options - The user can change the contrast on the screen and even invert colours. Once it is changed in preferences, it is system wide, meaning that it will be changed for all applications.
- Cursor Size - The user can magnify the cursor. This allows the user to see the cursor more easily.
- Braille Display - The Mac supports more than 40 braille displays that work with VoiceOver. Both Bluetooth and USB plugins work so no additional software is needed.
Hearing Impaired or Deaf
- FaceTime - Video calls let you see the person you are communicating with. This allows the user to see gestures and facial expressions - ideal for people who use sign language or read lips for communication.
- Closed Captioning - Watch movies, TV shows, videos and podcasts with text. The students in the class will be able to watch the same videos as the rest of the class.
- Messages with iMessage - iMessage lets you start conversations without needing to say or hear a word. The user can send unlimited messages to anyone or even group messaging on an iPhone, iPad or Mac. Even pictures can be shared.
- Screen Flash - This is like a visual beep - sounds are not needed as an alert. The Mac can flash its screen instead and indicate an alert on the screen.
- Mono Audio - This is great for hearing impairment in only one ear. Usually stereo recordings usually have distinct left-and right-channel audio tracks. Mono can help by playing both audio channels in both ears and even lets the user adjust the balance for greater volume in either ear.
- Purple Video Relay Services - Purple helps people who are deaf or hard of hearing communicate with the rest of the world by having certified interpreters translate between American Sign Language and spoken language.
Physical and Motor Skill Impairment
- Switch Control - This tool gives the user the ability to navigate onscreen keyboards, menus, and the Dock using a system called scanning. The user creates their own custom keyboard or even with adaptive devices such as a switch, joystick, keyboard spacebar, or on the Multi-Touch trackpad.
- Slow Keys - This functions allows the use to adjust the sensitivity of the keyboard. It can be set up to delay between the time a key is pressed and when it’s entered and also make a sound when a keystroke is entered.
- Sticky Keys - Allows the user to press keys one at a time, instead of simultaneously, to enter commands like copy, paste, print, etc.
- Dictation Commands - The operation system adds over 50 editing and formatting commands to Dictation. You voice can control functions like bold, replace and delete.
- Mouse Keys - Mouse keys allows you to control the cursor with the numeric keypad rather than the cursor itself.
- Onscreen Keyboard - For some users, it is easier to point than use a keyboard. This function creates a floating keyboard that is pictured on the screen allows you to use a pointing device to type.
Cognitive or Learning Disabilities
- Simple Finder - The Simple Finder function helps students locate items easier by reducing the Dock to just three folders. This will allow teachers, students and parents to limit the apps a student can open at any one time to help maintain student focus.
- Dictionary - This functions can help students with spelling, grammar, and pronunciation issues. The function allows access to definitions and synonyms and allow students to concentrate more on the ideas of the writing itself.
- Text to Speech - The user can highlight text and the Alex Voice will read it outloud.
- Word Completion - To help with vocabulary and word-building skills, the Mac provides word completion in apps such as TextEdit and Pages.
Speech Impairments
- FaceTime - Users can use FaceTime to communicate visually, whether with the use of sign language, lip-reading, gestures or facial expressions.
- iMessage - Allows users to communicate without the use of speech.
- Text to Speech - Allows users to hear words which can help lead to expressive speech development.
Resources
Apple Accessiblility - OS X (2015). Retrieved from http://www.apple.com/accessibility/osx/
Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.
EdTech 541-Technology Integration: Obstacles and Possible Solutions
Our school board is in the process of high school redesign. The school where I currently teach is at the leading edge of this reform. Personalized learning, inquiry and project-based learning, collaboration,reflection, formative assessment and cross-curricular learning are the buzzwords in the school. In my particular subject area - business management and especially accounting and finance - using this constructivist approach to teaching and learning is somewhat difficult.
Our school has all of the technologies expected of a technologically advanced high school. Not only do I teach in a classroom computer lab equipped with 32 desktop computers, a smartboard and projector, there is also access to iPad carts and laptop carts. Our internet signal is very strong throughout the school and there is no filtering software to diminish the ability for students to learn. I guess you could say we have the perfect classroom for the 21st century. Or do we?
One obstacle I have encountered in my content area is the lack of great resources - even on the internet. Yes they are out there, but they are limited. It seems that most of the great technology tools are in the form of math, science, English and social studies. As I was completing many of the lessons in this course, I found some amazing tech tools for all of these subjects areas - that is, except accounting. I had to spend a lot of time researching resources in order to come up with the basic information needed. There are good simulations and instructional videos but the web 2.0 tools were lacking. Possible solutions to this problem could be the use of a shared resource site for business management. It would be very similar to the extra credit resource (from EdTech 541) in diigo. Another possibility is the use of a Google Docs document which can be shared and added to regularly with resources that students have found during the class. A third possible solution for this problem could be the use Skype to discuss resources with management professionals or other classrooms around the globe.
A second obstacle of technology integration in business management is the constant prerequisite knowledge needed for the countless little rules associated with the understanding of the material. It is so much more efficient to lead a teacher-directed lesson on some topics. The use of technology integration would take way too much time for the concept at hand. Some drill and practice software could be used but I find that on some subjects, using technology just leads to many more questions that would have been addressed in the original lesson (note however, using technology does have a huge advantage when it comes to the higher level learning with the use of this prerequisite knowledge). A solution to this obstacle is to have extra online tutorials for the students if there is a lack of understanding or a missed concept altogether. The teacher would not have to re-discuss a lesson and technology would only be used as a extra aid or a replacement for the original lesson. This could even be used in a flipped classroom approach where a screencast tutorial is given before students get into class. The next day’s class time could be used to reinforce some of the learning expected without the students spending too much time on a menial task.
A third obstacle is professional development and the learning itself. As a learning leader of Career and Technology Studies, I have heard way too many complaints from teachers that they need more PD on how the technology works. I disagree. 21st century learning requires students to have personalized learning, inquiry and project-based learning, formative assessments, reflection time and a collaborative learning environment. Technology is an excellent support for all of these. There was a time not long ago that our schools did not have the resources and internet capabilities to run a 21st century classroom but not today. There is no longer a digital divide in technology but instead a digital inequality among teachers. Today, even the most technology advanced teacher can not know all new technology and software as it is changing so quickly. DiMaggio, Hargittai, Celeste and Shafer (2004) state that there is an “inequality in internet users in regards to the amount of benefit they actually receive from their use of the internet “(p. 358). It may sound like a paradox but yes professional development is essential to enhance the classrooms of today but it should not be spent on learning technology. Spending money on something that will be obsolete by the time it is implemented seems like a huge waste of money. Instead, PD money should be spent on helping teachers gain the knowledge to facilitate a classroom in a technological environment. This way the teacher can help the student use technology in a way that will enhance student learning - no matter how new or unfamiliar the technology is. Remember, students are the experts in the technology of today, teachers are the experts on helping students recognized this expertise.
Technology and its integration into the classroom is so important in today’s education system. Even with the lessening of the digital divide, there are still many issues in the integration of technology itself. These issues will be resolved with better teacher training, the use of different learning theories and the ever-increasing amount of resources available on the internet.
References
DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). From unequal access to differentiated use: A literature review and agenda for research on digital inequality. Social Inequality, 355-400. Retrieved from http://www.eszter.com/research/pubs/dimaggio-etal-digitalinequality.pdf
Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.
EdTech 541 - Walled Gardens: It's Time to Go
This blog discusses walled gardens and why it is time for educational institutions to say good-bye.
The voice thread below comments on my personal views of the use of filtering software in our schools. Click here for the accompanied text of the presentation. The photo represents a time in the world's history where a wall blocking a group of people from the outside world finally came down. This is representative of why filtering software must go. Students must be able to find knowledge and connections from all over the globe, not just certain places (or websites).
Photo Credit - Google advanced search - free to use
References
Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.
Skype in the Classroom. (2015). Retrieved from https://education.skype.com/
(2015). Walled garden. In Webopedia. Retrieved from http://www.webopedia.com/TERM/W/walled_garden.html
(2015). Welcome to takingitglobal for educators. TIGed. Retrieved from http://www.tigweb.org/tiged/
EdTech 541 - Internet Safety: The Teacher’s Concern
Today’s students have an endless amount of technology and resources to help in their education. One of the most important advances in technology over the past few years is the use of the Internet. The Internet in itself is not new as it was developed in the early 1990s but it is the way that it is used today that makes it so important for the 21st century learner. It allows collaboration among students from around the world and personalized and inquiry-based learning. It has also allowed students the chance to receive authentic, lifelong learning.
The Internet is an amazing resource for students, however, it can be filled with misinformation and can even put students into some dangerous situations. Roblyer (2016) states, “In many ways, it is a reflection of the best and worst qualities of our society” (p. 174). As educators, we need to be aware of these shortcomings and be able to inform our students on how to avoid the dangers. It is up to us teachers to ensure that students use the Internet properly.
The following guidelines come from Alberta Education – Teacher Resources. This resource offers general strategies to help teachers reduce the risks associated with students misappropriate use of the Internet.
Learn everything you can about the Internet. If you are not completely aware of how the Internet works, find out. Ask your colleagues and students. There are many experts directly in your learning environment. Discuss with your administration or technology coordinator about purchasing a site license for the MNet's Web Awareness Workshop series on Internet concerns. Suggest that your board or school use these workshops for presentations to teachers during professional development time.
Learn about your students' surfing habits. Discuss with each of your students about their personal Internet usage to assess where, how often, and for how long they go online - this can also be a benefit in student learning. Try visiting some the sites that the students frequent.
Make sure that monitor screens are visible. Set up your classroom to ensure that students' computers are arranged so that you can see all screens.
Familiarize yourself with your school board's Acceptable Use Policy for the Internet. Get to know the responsibilities of teachers, students and parents, as outlined in your board's acceptable use policy.
Create a recommended list of resources for class and homework assignments. Research and bookmark safe and relevant Internet sites for your students to visit.
Teach students never to give out personal information online. One of the most important online safety rules for students is to protect their personal privacy. Teach your students that they should never give out personal information such as their full name, email address, street address or phone number on the internet.
With older students, encourage an open dialogue on Internet conduct. It is very important to keep open lines of communication with that of your students. They will at times be curious and explore sites they should not be at. This way your students will feel comfortable coming to you if they get into trouble.
Report any online content or activity that you suspect is illegal. Make sure to report any online crimes to your administration and/or the police. Your or your students may encounter online situations that could be dangerous to your students. These situations could include but are not exclusive to the following; online hate-crimes, harassment, attempt to lure a child, child pornography and physical threats.
There are many other resources located on the Internet that focus on the teacher’s ability to reduce the risks associated with students’ misappropriate use of the Internet. Here is a small list and description of each of the resources:
This is a teacher resource website that helps both parents and teacher to get informed about the latest trends in the digital age. Topics such as cyber-bullying, cyber-security, hate crimes, gambling, pornography, sexting, privacy and more are discussed.
SafeKids.com is one of the oldest sites for Internet safety. It’s founder and editor, Larry Magid, is the author of the original National Center for Missing & Exploited Children’s 1994 brochure, “Child Safety on the Information Highway.” This site discusses the newest trends in Internet safety and helps teachers and parents understand the concepts of a safe internet environment.
This is an article from the Wall Street Journal that discusses identity theft and what things can be done if this happens to you or people you know. It also provides information on how to protect yourself from being part of this crime.
CyberSafetySolutions is a website that provides advice and assistance to students, parent and teachers in a wide range of disciplines including internet safety and digital citizenship. It has an excellent section of cyber-bullying.
Keeping our students safe is one of the most important jobs we have as educators. By being aware of the shortcomings of the Internet and knowing our students, we can make their learning environment safe and allow students to use the resources for their intended purpose.
References
Internet safety tips for kids and teens. National Children’s Advocacy Center. Retrieved from http://www.nationalcac.org/prevention/internet-safety-kids.html
Magid, L. (2011, December 11). Is my child at risk from online predators? SafeKids.com: Digital Citizenship, Online Safety and Civility. Retrieved from http://www.safekids.com
Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.
Tips for safe internet use. Alberta Education. Retrieved from https://education.alberta.ca/teachers/resources/internettips/
Web awareness workshop series. Media Smarts: Canada’s Centre for Digital and Media Literacy. Retrieved from http://mediasmarts.ca/teacher-resources/licensed-resources/web-awareness-workshop-series
(2015, July 31). Identity theft & credit card fraud – How to protect yourself. The Wall Street Journal. Retrieved from http://guides.wsj.com/personal-finance/credit/how-to-protect-yourself-from-identity-theft/
EdTech 541 - Relative Advantage of the Use of Multimedia in the Classroom
This is the only the second vlog that I have produced. I tried to use Camtasia but had all sorts of trouble with the audio. I ended up going to CS6 Premiere Pro but I am not a great fan of the audio in this software either.
I found this took a lot more time than I had anticipated. The information was quite straight-forward however I found it very hard to talk to myself. I must have had over 50 attempts. Finally I put together the vlog but am not so sure of the quality.
The following embedded video is a video blog - vlog - on the benefits of using multimedia in the classroom. Please click here for the text that accompanies the vlog.
Below are the resources used in this presentation:
Clark, R. C., & Mayer, R. E. (2011). E-learning and the Science of Instruction (3rd ed.). San Francisco, CA: Pfeiffer.
Roblyer, M.D. (2016). Integrating Educational Technology into Teaching. (7ed). Boston, MA: Pearson Education, Inc.
EdTech 541 - The Relevant Advantages of The Basic Suite Software
Basic Software Suite is a collection of two or more programs bundled together that can be used used in conjunction with each other or as separate applications. Software suites usually have applications that include a word processor, a spreadsheet and a presentation package. Examples of basic software suites that are commonly used in education are Microsoft Office - MS Word, MS Excel and MS PowerPoint and Google. Google includes Google Docs, Google Sheets and Google Slides - combined under Google Drive.
The basic suite software is one of - if not the most - important and flexible types of software we use in education today. Teachers choose them not only because they have qualities that aid classroom instruction and help make classroom time more productive, but also because they give students experience with 21st- century tools that they will see again and again in their workplaces (Roblyer, 2016). In our school board and province, High School Redesign is paramount in the development of our students. Personalized learning and collaboration are important aspects of this initiative. Basic suite software, especially cloud suite software such as the Google Docs, Sheets and Slides - has enhanced the ability for students to collaborate within the classroom, at home or with students around the world. Roblyer (2016) states all three of these resources are known to have led to “improved productivity, appearance, accuracy, and more support for interaction and collaboration” (p. 109). It has allowed students to publish amazing work in word processing, spreadsheets and presentations.
Word Processing
Word processing is the probably the most widely used software in education. Roblyer (2016) notes that word processing can be used for either type of learning approach - constructivist and direct instruction - and, its aid to teaching and learning, is universally acknowledged. There are many advantages for using word processing in the classroom. Some of these advantages include time savings for both teacher and student; the enhancement of document appearance; the ability of sharing of documents - allows for collaboration of documents; and the support of student writing and language learning. It gives the students the ability to edit and revise their finished work and lets them create some amazing documents. It even allows the students to create artifacts that include desktop publishing and graphics. The correcting functions like spell and grammar checks and the thesaurus enhances the student’s ability to concentrate more on their thoughts. Word processing software that now uses the cloud has led to more collaboration among our students with its ability of sharing documents. It has also allowed more timely teacher feedback.
Spreadsheeting
The advantages of using spreadsheets are it saves time for both teacher and student, it increases student engagement by motivating our students, it help students better understand certain concepts and it takes away menial tasks associated with some assignments and lets the student concentrate on the learning of the concept. I find it especially useful when teaching accounting. It provides many opportunities for the students to problem solve and make “what if” comparisons. Roblyer (2016) points out that spreadsheets can “encourage logical thinking, organizational skills, and promote problem solving” (p. 124).
Presentation Software
Presentation software is also very valuable, however it does need to be done correctly so as to not take away from student learning. A poorly done slide show can actually have reverse effects when it comes to learning. We have all heard the expression “PowerPoint overkill.” However, if presentations are completed correctly with proper design principles and interactivity, slideshows are still a great way to organize students and teachers thoughts, enhance the impact of spoken lessons and allow for collaboration in creating and delivering presentations. It can also motivate students and allow for collaboration.
Basic Suite software has come a long way from its beginnings. The use of MS Office has definitely had an impact on education over the last 20 years or so. Now, with the advent of cloud computing and cloud office suites, the basic office suite will start an new era in student learning. The chance for continuous collaboration and personalization, the ability to have our students work work anywhere, anytime, and the benefits of a combined word processing, spreadsheets and presentation software package will give our students an opportunity to be lifelong learners and succeed in the real world.
References
Roblyer, M. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA: Pearson Education.
EdTech 541 - Relative Advantage of Instructional Software in the Classroom
According to Roblyer (2016), “instructional software is a general term for computer programs used specifically to delivery instruction or assist with the delivery of instruction on a topic” (p. 75). There was a time, in the days of early development of instructional software, the thought was that computers would take over the job of teachers. This, of course, has not happened and today computers and its software are now viewed as a powerful means of support for teachers and learners in transforming education.
Drill and Practice Software
Definition
Drill and practice software, in its most basic form, is educational software that gives students practice problems and immediate feedback. This type of software provides exercises for the student for already obtained knowledge (usually from directed instruction) and then provides feedback on their performance.
Benefits and Limitations
There are many benefits to drill and practice software. It can help in the process of moving knowledge from short term to long term memory. Merrill & Salisbury (1984) and Salisbury (1990) state that drill activities can allow the effective rehearsal students need to transfer newly learned information into long term memory. It can be an effective motivator for students which will decrease discipline problems in the classroom and help students to learn the content more quickly and more deeply. It provides immediate feedback to the student which is important as it prevents students from practicing wrong answers. Drill and practice software also saves the teacher time in developing and assessing student practice work.
One of the limitations to drill and practice software is its misuse. It should not be used to introduce new material. This is not what this type of software was designed to do. A second limitation comes from the constructivist learning theorists. They believe that drill and practice contradicts new learning pedagogy such as personalization and inquiry-based learning and is too separated from the connections of real life.
Relative Advantage and Example
There is definitely a relative advantage to using drill and practice software in high school business management. There are many basic mathematical and spreadsheeting skills that need to be mastered before higher-level learning can occur. This type of software would allow students the ability to work much faster on the menial tasks of spreadsheeting and accounting, thus, giving students the opportunity to use the extra time to understand the more difficult concepts and relate them to real-life situations.
An examples of drill and practice software are listed below:
- Debit/Credit Flashcards - Drill and Practice for Principles of Financial Accounting - Link
This example uses flashcards to allow students to practice drilling the rules of debits and credits. Mastering and applying the rules of debits and credits is a critical concept essential to understanding the functions of the accounting cycle including how information flows through to the financial statements. Instructors can modify the flashcard questions to suit their specific needs.
Tutorial Software
Definition
Tutorial software is considered true teaching software. It is developed to teach a concept without the need for additional outside instruction and should include all the necessary components for students to learn a topic with little to no input from the teacher. Tutorials may include summaries, videos, drill and practice (to access long term memory), immediate feedback and may even include record-keeping to keep track of scores on the practice problems. Doering & Veletsianos (2009) and Roblyer (2016) state that the best tutorials are self-paced and self-contained instructional sequence, allowing students to review concepts they did not understand, or move ahead of the class into new material.
Benefits and Limitations
Tutorial software is very useful with the use of new teaching strategies such as the flipped classroom. The instruction is given at home through the use of tutorials and then frees up time for inquiry work the next day at school. Tutorials are also valuable for students who need more time to understand a concept or have missed a concept altogether. This type of instruction can alleviate some of the stress on students (and teachers) who can not keep up with the class or have been absent for a period of time. There is also the benefit of drill and practice and immediate feedback.
There are also limitations to tutorial software. Constructivists argue that tutorials do not give the student the hands on knowledge required within their learning theories. They believe the use of direct instruction will not allow the students to transfer their knowledge to lifelong learning. There is also the lack of well designed tutorials. The design of many tutorials do not that take into account all of the research on how to teach a topic well. One more limitation to tutorials is they usually only reflect one approach to instruction. Many teachers feel that the use of a certain tutorial goes against their unique way of teaching. They use certain strategies that the tutorial can not match.
Relative Advantage and Example
The relative advantage of using tutorial software in high school business management is it may reduce the stress on students and therefore give them a greater ability to learn. There are many times that a student has missed class or is unable to understand a concept the first time. Tutorials can be used to catch up a student or have a student review a concept without feeling singled out by the teacher. They will feel like they belong in the class. Tutorial software is usually easy to use and understand and gives immediate feedback and allows self-pacing.
An example of a tutorial instructional software for spreadsheets is listed below:
- Google Sheets - GCF LearnFree - Link
This tutorial will show you how to use the powerful tools in Google Sheets for organizing, visualizing, and calculating your data.
Simulation Software
Definition
Simulation software is a computerized imitation a real-life or an imaginary environment. They are used in either direct or inquiry-based learning. The best things about simulations is it brings real-life situations to students without the cost or danger of actually being involved firsthand. They can be used for demonstration, exploration, manipulation, imagination and allows students to experience things that otherwise may not be possible.
Benefits and Limitations
There are numerous benefits of using simulations for learning. First, it saves money. It can save the school board money in the costs associated with a field trip or buying all of resources needed to do an experiment. A second benefit of this type of instruction is it is safe. There are many things schools do now that weren’t possible only a few years ago. Students don’t have to go into space to discover what it is really like on the moon or the have tragedies like accidents from texting and driving. The third benefit of this type of instruction is it fits nicely with the constructivist views on learning. There are endless possibilities when it comes to lifelong learning, inquiry-based learning and personalized learning.
There are two distinct limitations to using simulations. The first is the inaccuracy or simplification of models. This could give students a distorted view of real-life situations. Second, both the American Chemical Society (2008) and the National Science Teachers Association (Davis 2009; NSTA 2007) have come out against using simulations as a teaching tool and feel they should only be used as supplements to regular labs. These associations both feel that hands-on activities are better for students than virtual ones.
Relative Advantage and Example
Their is a strong relative advantage to using simulations to teach accounting. Students really do not feel the concept of accounting at an early age unless they see it in a real life context. Using simulations allows the student to not only use the knowledge learned in class but also understand its importance to everyday life in business.
An example of a simulation in accounting is listed below:
- GoVenture Accounting Simulation - Link
GoVenture Accounting simulation enables you to gain practical accounting skills while running a virtual business. More than learning basic bookkeeping, GoVenture Accounting puts you in the role of a business owner where you can directly experience the impact and importance of accounting in a business.
Instructional Game Software
Definition
An instructional game is educational software developed to help students learn by incorporating some sort of game or competition to reward or motivate students. There is usually a set of rules to follow. These types of games can be used in all sorts of manners - usually taking the place of boring, mundane assignments such as worksheets and can be used to supplement traditional learning.
Benefits and Limitations
Roblyer (2016) states that “a classroom without elements of games and fun would be a dry, barren landscape for students to traverse” (p. 94). Instructional games can add to a classroom. They motivate students to be engaged and give them an entertaining way to learn something new. If students are engaged, there is more learning and a decrease in discipline problems.
The main limitation to instructional game software is the student’s inability to separate the fun from the learning. The question has always been “is the student learning authentic skills?” A second limitation to using games in the classroom is its misuse. Too many teachers will overuse the software and it becomes a babysitting technique. Some teachers will use it as a reward system for some students instead of using them for its designed purpose - as a tool to help students learn.
Relative Advantage and Example
The relative advantage of this software is its ability to engage students. If the game is used correctly, the motivation behind winning the game will enhance the students desire to learn.
An example of an accounting game is listed below:
- JA Titans Simulation and Game - Link
The JA Titan Accounting Simulation Game enables you to gain practical accounting skills while competing in a competition to see who makes the most money selling Halo Generators in their virtual business.
Problem-Solving Software
Definition
Problem solving software is used to develop student’s problem solving skills. The software can teach in two ways. It can teach general problem-solving skills - teaching the step-by-step process included in solving problems - or can help students acquire the problem-solving skills through authentic work and practice. This software is good for the redesign of high school - to focus on the problem-solving skills students will need to succeed in the real world.
Benefits and Limitations
The benefits of using problem-solving software include the motivation of students. This is done by providing the students with the ability to apply their learning to authentic situations. They stay engaged and on topic for longer periods of time.
There are some limitations to problem-solving software. Many times the skills acquired cannot be easily transferred to real-life situations. The software oversimplifies the concepts and the students therefore do not connect with the real-life situations expected.
Relative Advantage and Example
Accounting is a topic which demands authentic learning. It is essential that students learn the concepts that can be transferred to real-life situations. The relative advantage of using this type of software in business management is that students gain the problem solving skills to excel in this type of career. They will be able to look at a financial problem and do the required things to help the business succeed.
An example of a problem solving software in accounting is listed below:
- JA Titans Simulation and Game - Link
JA Titan Accounting simulation game enables you to gain practical accounting skills while competing in a competition to see who makes the most money selling Halo Generators in their virtual business. Students must use collaboration and problem-solving skills to make a virtual business succeed.
As a business management teacher, there is always a question as to whether to use instructional software to enhance the learning situation in the classroom. Accounting has always been very rigid when it comes to instruction. However, the relative advantages of the instructional software available to teach business management are overwhelming and must be used in the classroom. The use of drill and practice, tutorials, simulations, games and problem-solving instructional software can all enhance student learning in some way or another. Drill and practice allows the student to transfer prerequisite tasks into long term memory so they can accomplish higher-level learning in the future. Tutorials can help engage the students and reduce student stress by letting students work at their own pace. Simulations are very helpful in showing potential accountants what authentic accounting work looks like. It creates motivation and allows students to enjoy the process of accounting. Instructional games create student engagement by giving students a chance to compete with others in the class about management concepts and how much money they can earn. Finally, problem-solving instruction is important in that it creates transfer skills of concepts to real-life situations. It is probably overkill to use all of the software available but it is nice to know that the resources are out there. It is time for us to use them and get our students excited to learn.
Reference
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA: Pearson Education, Inc.
EdTech 541 - Educational Technology Vision Statement
Many theorists and authors have tried to come up with a definition of Educational Technology by using the most up to date learning and teaching strategies as well as the most up to date technologies. The fact that education and technology are constantly changing make it very hard to do. It is very important that the history of education not be forgotten. The history of education and technology are needed in conjunction with the new theories and technologies of today to enhance the future of our teaching methods and student learning.
Using the following definition as a building block, I have come up with my definition of Educational Technology.
Educational Technology is defined as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. (Educational Technology: A Definition with Commentary, Januszewski & Molenda, 2008, p. 1).
Here is my definition:
Educational Technology is the practice of facilitating personalized and student centered learning by creating and using technological processes and resources to improve student learning capabilities.
I believe in the Constructivist views of learning. However, some direct instruction is still important and, in fact, required. Prerequisite knowledge may be needed to truly excel in any given area, however, it is the personalization and inquiry-based projects that bring out true learning. John Dewey says it all in this short video. Education is constantly changing but the important thing is the need to look to the future. Our children will need to be able to learn in a way where there is constant change. It is with these new learning theories that I believe technology is so important. It gives us the ability to help the students’ quest for knowledge. It allows them to step outside the box and create and explore. It lets us teachers personalize learning for each and every student and lets the student collaborate with their peers from around the world.
Many learning theories have come and gone but the true essence of all learning theories is to enhance learning. The question of how we learn is the centre of all of these theories. Roblyer (2016) states that “Objectivism is a belief system grounded in behaviourism and in the information processing areas of cognitive learning theories.” Whether it be the behaviour theory of Skinner, the information processing theories of Atkinson and Shiffren or the cognitive-behaviourist theories of Gagne, this type of learning expects directed instruction - led by the teacher through very organized activities. Constructivism, on the other hand, is the theory that learning is based on the premise of student-centred learning, personalization and inquiry-based projects. Constructivists such as Dewey and his social activist theories, Bandura and his views on the importance of social settings where observation and motivation are paramount and Bruner’s theory of discovery learning, “instruction in which students construct their own knowledge about a topic through first-hand interaction with an aspect of their environment“ (Ormrod, 2014, p. G-4), believe that “students gain their knowledge through experiences, while teachers serve only as facilitators” (Roblyer, 2016, p.34).
As you can see from my definition, technology has been and will continue to be very important to the enhancement student learning. High school redesign calls for a more constructive approach to education. Student-centered and personalized learning, formative assessments, inquiry-based learning, collaboration, mastery-learning (project based), the use of flexible learning environments to mimic authentic real world problems and lifelong learning are expectations in our high schools. Students will know the processes of how to learn and be able to take their knowledge into their respective careers.
Technology has been very important to education over the years and is essential in this learning environment. The creation of the computer and the use of the internet have propelled students to unlimited possibilities. I would like to make it clear that the teacher is still imperative to student learning. Without these “facilitators” of learning, students would not reach their full capabilities.
Teachers must change their teaching methods so as to benefit the student. Teachers are responsible to integrate varying types of technology into the classroom and, although teachers can not keep up to the new technologies, they must somehow make students feel confident in its use. Edutopia (2007) states that the use of such technology tools must be routine and transparent. “Technology integration is achieved when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.”
Teachers must change their teaching methods so as to benefit the student. Teachers are responsible to integrate varying types of technology into the classroom and, although teachers can not keep up to the new technologies, they must somehow make students feel confident in its use. Edutopia (2007) states that the use of such technology tools must be routine and transparent. “Technology integration is achieved when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.”
Although there are possible disadvantages with the use of technology (privacy issues, misuse, hacking, cyber-bullying, digital divide, racial and gender equity and digital inequality), the use of technology solves many issues within the learning context. First, technology motivates students. A motivated student creates learning for the individual student as well for the class as a whole. From over 20 years of teaching experience, I know engaged students mean far less disciplinary problems. Second, technology brings a sense of equality to the disadvantaged learner. There are assistive technologies for the deaf, blind and mobility disadvantaged that allow for greater learning. These assistive technologies are now being offered to all learners as Universal Design for Learning (UDL).
UDL interventions provide multiple multiple means of support to diverse students by providing choice in how they access and engage in curriculum and how they demonstrate what they know. (National Education Technology Plan, 2010)
Third, the use of programs that allow for collaboration (ex. Google Drive) among students and teachers. Fourth, students can authenticate real life learning in their assignments with the use of computer simulations. Fifth, the internet provides more information than any one teacher can provide. The knowledge the student can be exposed to is limitless. Six, technology has an incredible advantage in personalizing learning. The student can not only pick topics not possible only a few years ago but gain the knowledge needed that a teacher alone can not provide.
Technology is the support for learning. It is needed to fully demonstrate what learning can be. Even with the constant changes to technology, it must continue to be a vital part of our teaching pedagogy.
References
Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York, NY: Taylor & Francis Group, LLC.
John Dewey.mwv [video file]. (Nov 17, 2010). Retrieved from https://youtu.be/6MlHSgC_SnU
Ormrod, J. (2014). Educational psychology: Developing learners (8th ed.). Columbus, OH: Pearson Education, Inc.
Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.
U.S. Department of Education. (2010) National Education Technology Plan 2010 Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010
Why Do We Need Technology Integration? (2007, May 11). Edutopia. Retrieved from
http://www.edutopia.org/technology-integration-guide-importance
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