1 Technology and Education Group Articles Kristina Stone Week 3 – CSE 610 2 Table of Contents Chapter 1 – Kristina Stone Pages 3 – 6 Chapter 2 – Kristina Franklin Pages 7 – 9 Chapter 3 - Lauren Colton Pages 10 - 11 Chapter 4 - Mohammed Alsalman Pages 12 – 14 Chapter 5 – Nia Bravo Pages 15 - 17 3 Chapter 1 - Kristina Stone Article #1 – Concerns over Curriculum in L.A. iPad Plan The L.A. Unified School District has implemented the use of iPads for their district during the 2013-2014 school year and beyond. The goal of the iPads is to increase student access to technology and develop 21st century skills, while equipping the device with curriculum that aligns with Common Core. The project has a multi-million dollar price tag and was not ready for roll-out when school began last fall. The Pearson publishing group was responsible for getting curriculum up-to-date on the iPads, and hopes to be the districts K – 12 provider for all curriculum needs. The district claims the iPads allow lower income students the same opportunities as other students across the country who have access to technology to enhance their learning. Schools have implemented the iPads to students for academic use, and are searching for ways to incorporate the devices into their classrooms. Training teachers and making sure the curriculum is ready is an issue. Teachers claim the curriculum is not up to par, and many subjects only have a handful of sample lessons programmed into the iPads. Catherine Proctor, an 18 year veteran teacher uses an analogy to describe the technology issues, "I get that it's supposed to be a tool, but who wants to use a screwdriver without a handle?" (Herald, 2013) Many educators are willing to get on board with the technology, yet are hesitant until all the kinks are worked out and the devices are fully operational. To save money, the district has scaled back their five year plan and contract with Apple, and is working with Pearson to make sure the online curriculum is ready for classroom use. 4 Article #2 - Teaching and Learning with iPads, Ready or Not? With the influx and popularity of the iPad, schools are beginning to explore the use of tablets and devices as learning tools. This article explores the potential of the iPad on teaching and learning, and if the device allows students and educators to be able to do things they normally could not. The goal is to use technology to enhance teaching and learning, yet the actual use of technology in schools usually falls below the expectations for use. As technology becomes more engrained into success beyond high school and related to career opportunities, schools are attempting to bridge the gap for students, creating 1:1 programs, where students have 24/7 access to the device. Yet experts claim that technology in schools does not work as well as hoped. This study “considers whether the iPad and its attended software constitutes a set of resources for which there is no analog equivalent, thus allowing teachers and students to do things in learning environments that could not otherwise be possible.” (Murray & Olcese, 2011) The study researchers conclude that until textbook companies align their curriculum with Apple and the iPad, the devices will not spark a digital revolution in schools. Most of the applications that come with the iPad do not translate into practical classroom strategies and are geared more toward fields outside of education. The study found that none of the current applications align with current strategies about how people learn. Many applications adhere to drill and practice techniques or deliver direct content, not leaving room for critical thinking or creation. Article Comparison/Reflection/Review I chose to focus my research on iPads, because this is an area of interest for me as an educator. This school year our district implemented a 1:1 program for middle school students, 5 elementary classrooms and the high school AVID programs. Using the iPads in my AVID class, I have seen a plethora of issues arise, and I am curious how other districts are addressing the iPad topic. Corvallis has had many issues with parents and the community regarding the devices, similar to the problems in Los Angeles. A lot of our iPads were not updated with all the applications students needed. Even just this week, I had one of my students bring her iPad to me, because she does not have the tools she needs. It is April and we are still working out the kinks. The other issue I consistently struggle with is if the students even bring their iPads to school. In the beginning of the year I would design assignments using the iPads and students would have to submit their work via the device. Students would not bring their iPads and I would have to create two versions of the assignment, digital and paper. Eventually after several months of missing iPads, devices arriving uncharged and a stepped on, cracked iPad, I have pretty much given up using them as an educational tool. I still encourage the students to use them to take notes and keep organized, but it was too much work micromanaging all the students varying levels of engagement with the technology. In the both articles, the issue is addressed of the iPads not being up-to-date with the needed technology and curriculum for teachers to utilize as a classroom tool. While the iPad is a very neat and flashy tool, it often is not equipped for the classroom setting, as much as administrators and technology gurus would like to believe it is. Both articles point out that there are teaching and learning strategies teachers utilize that are best practice and well-researched, but may not involve technology. Once the devices can enable critical thinking, collaboration, and are fully operational and running smoothly, I think educators will be more on board with this 21st century classroom tool. 6 References Herald, B. (2013). Concerns Over Curriculum in L.A. iPad Plan. (Cover story). Education Week, 33(10), 1-14. Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not?. Techtrends: Linking Research & Practice To Improve Learning, 55(6), 42-48. 7 Chapter 2 - Krista Franklin The articles I chose focus on how technology can be used to teach and strengthen math skills because while I am in the process of earning my masters, I am also receiving credits to achieve my math specialist endorsement. However, computers can be used in all subject areas to support student learning. Both articles support the use of incorporating technology within the math lessons. Throughout the articles, they provide many reasons as to why technology will help students. Technology keeps students involved in the work they are completing as opposed to students becoming bored or distracted. By using computers, SmartBoards and iPads in the classroom, students are able to have an interactive experience. The work they are doing reacts with their answers instead of completing a worksheet in which the student is only recording answers they think may be accurate. Technology provides immediate feedback for students to understand what they have done incorrectly and how they can then fix their work. There are many websites and apps that are math centered that allow students to play games in order to learn the concepts they need. It creates an energetic attitude toward math instead of the often seen hatred of the subject. Implementing technology activities can also make the activities hands-on and real life experiences. Creating these activities help students learn through the accomplishment of a task as opposed to a worksheet. As Long states in her article, “even though students may not realize it, they will walk away with a deeper understanding of the concepts covered within the activity” (2013). Lessons with activities involving computers allow students to take the knowledge they have learned and use it to solve problems within a game or other situation. They are applying 8 knowledge in an interactive setting. Students will often forget the knowledge they have gained because they do not apply it to situations. They believe they will not use the information so they forget it within a short period of time. In our world of technological advances, it is important for teachers to incorporate technology at the elementary level for students to have the exposure at an early age. They will consistently have computers as a large part of their lives so it only makes sense to use them as a teaching tool in the classroom. However, Dejarnette brings up the point that “Elementary teachers need support to find ways to incorporate more hands-on, inquiry-based activities into the math and science curricula to assist in teaching the more abstract concepts.” (2012). It is a problem in classrooms that must be faced. The teachers that have been teaching for decades may not feel as strongly about implementing technology into the classrooms because they have not done so in the past. These veteran teachers do not see the need in taking the extra time and effort to recreate lesson plans that use computers in the activities. This is unfair to the students of this new technological world where everything is turning to computers. Students need this exposure at a young age (elementary school) in order to “compete” with the others of their generation. 9 Resources Dejarnette, N. K. (2012) America’s Children: Providing Early Exposure to STEM (Science Technology, Engineering, and Math) Initiative. Education: Fall2012, Vol. 133 Issue 1, p77-84 <http://ezproxy.wou.edu:4106/ehost/detail?sid=1a2054fe-0c75-480f-949b1eb837a8e022%40sessionmgr4005&vid=10&hid=4101&bdata=JnNpdGU9ZWhvc3Qtb Gl2ZQ%3d%3d#db=aph&AN=79776864> Long, J. (2013) Math: Core Connections tackling Math with Technology. Children’s Technology and Engineering: March2013, Vol. 17 Issue 3, p14-17. <http://ezproxy.wou.edu:4106/ehost/pdfviewer/pdfviewer?sid=1a2054fe-0c75-480f949b-1eb837a8e022%40sessionmgr4005&vid=13&hid=4101> 10 Chapter 3 - Lauren Colton Technology is becoming a major part of our world and our modern classrooms as well. Walk into any classroom today and most likely you will see at least one computer, if not several or even tablets and other educational technology. These technologies are an important part of the classroom and the learning experience that we bring to our students to prepare them for the real world. This week I looked at two articles both relating to mobile technology in the classroom. The first was about tablets and their importance in the classroom. It also tied this importance to the bigger picture that is the world, and what happens when students enter the job force. Several organizations are turning to mobile technology because of the easy access and its capabilities in say the field of business. The article also discussed the ease and comfort in using a tablet but also some of the struggles that have been encountered. The second article I looked at was specifically looking at technology in the classroom. It was addressing the importance of not just the idea of “if” we should add technology to the classroom but rather the issues of when and how. The author states that “technology is rapidly changing how we teach, how children learn, and how school districts spend their resources.” This quote is very important because it is entirely truth. Children today learn in different ways than those of generations before them. They need to constantly be multitasking and getting small bursts of each topic rather than sitting for long periods of time. 11 References ARMSTRONG, A. (2014). Technology in the Classroom It's Not a Matter of 'If,' but 'When' and 'How'. Education Digest, 79(5), 39-46. KAGANER, E., GIORDANO, G. A., BRION, S., & TORTORIELLO, M. (2013). Media Tablets for Mobile Learning. Communications Of The ACM, 56(11), 68-75. doi:10.1145/2500494 12 Chapter 4 - Mohammed Alsalman In their article Dr. Ammar Safar and Dr. Fahad AlKhezzi (2013) discuss how information and communication technology (ICT) can be integrated into the classroom to help reform education in Kuwait. They share several examples of research that have shown ICT in education to beneficial. Some of the benefits have included higher student test scores, improvement in collaboration and communication skills, and increase in motivation and engagement in the students own learning and growth. Dr. Safar and Dr. Alkhezzi also conducted their own research on the topic. They compared the learning outcomes of a traditional face to face class to a blended classroom that used ICT. They found that students in the blended classroom submitted higher quality work, had higher final grades, attended more online training courses, took more ICDL exams, and had higher attendance. The work conducted by Dr. Safar and Dr. Alkhezzi expands across also subject matters and is an example of how ICT can be used in the classroom for primary school, secondary school, as well as university studies. The use of ICT can help transform education from primarily teacher led methodology to a more student centered methodology. Many nations are looking to reform education. It has been a big issue in Kuwait as they mention in the article. However, it is also a big topic in other countries as well. They provide strong research on the benefits of ICT in education. The Kingdom of Saudi Arabia has also been working towards educational reform. In the last decade there has been an emphasis on research and technology in the Kingdom. The royal family has funded numerous colleges and universities across the kingdom in order to help increase research and technology. There also needs to be a reform to primary and secondary education. Students need to be able to use ICT for academic and career success. This article 13 shows how ICT can help students develop computer literacy skills, motivate students, and increase other academic knowledge. Dr. Safar and Dr. Alkhezzi do not go into detail about specific ways in which ICT can be used in the classroom. In her article Courtney Luckhardt (2014) discusses how she has been able to use online discussions to increase the level of historical literacy taking place in her classroom. This article is more of a specific example of how ICT can be used in the classroom. It will be especially useful for individuals trying to motivate students on the importance of studying history. Luckhardt uses online discussion forums that link the primary documents students use in the classroom with current media on historical topics taking place now. These discussions help students look at how the past influences the present. Students look at historical significance, continuity and change, progress and decline, evidence, and historical empathy. Historical empathy is one thing teachers in history have a hard time conveying to their students. In order to participate in the discussions students must use critical thinking. Thus, students develop critical thinking, writing, and reading skills. Another added benefit to online discussions is that every student is able to contribute and be heard in the discussion. This does not often take place in the classroom. Luckhardt found many of the same benefits that Dr. Safar and Dr. AlKhezzi found in their study on the use of ICT in the classroom. The two articles are in agreement with one another on this topic. Dr. Safar and Dr. AlKhezzi found that students were more motivated with the use of ICT. Luckhardt had the same result with her students. After taking her course students reflected more on how history affected them and better understood themselves. Dr. Safar and Dr. AlKhezzi also found that ICT motivated students own learning and personal growth. Although Luckhardt’s classroom was entirely online, the online discussion tool she used could be used in a 14 blended classroom. Students would then have the benefits that come with face to face class meetings and online learning. Overall research has shown that ICT is a potential resource that can greatly benefit education by helping students develop skills in computer literacy, think critically, and be more motivated and engaged in own learning and growth. References Luckhardt, C. (2014). Teaching historical literacy and making world history relevant in the online discussion board. The History Teacher, 47(2), 187-196. Safar, A.; AlKhezzi, F. (2013). Beyond computer literacy: Technology integration and curriculum transformation. College Student Journal, 47(4), 614-626. 15 Chapter 5 - Nia Bravo Technology is something that has changed human behavior, the way we analyze our surroundings, and how we interpret a situation or environment. With so much technological influence on humans, computers have crept their way into the educational system. From my own experience I couldn’t imagine how I would have made it through high school and college without a computer. For me personally, computers provided me with a quick and easy way to find the answers I needed rather than searching for it in other places like the library. Some may say that computers have been an advantage to students today, however, there is much controversy about the increasing numbers of computer usage not only in the schools but in the world. There is current research being done on what sort of an impact computers have in the educational system. A study done by Michela Ponzo (2011) contributed to the analysis of the impact of computers on educational achievement (p.4). He focused on the differences in the frequencies and the type of computer usage in the home and school setting for 15 year old Italian students in their relation to school performance (Ponzo, 2011). They collected their data using surveys from the program for International Student Assessment (PISA) and questionnaires from the Information and Communication Technology (ICT). The results suggested that students who use their computers frequently at home are more likely they are to receive higher test scores. However, there was a negative correlation with the amount of computer usage in the home and performance. According to Ponzo (2011) the more students use their computers at home for leisure activities instead of educational activities, the more their student achievement decreases. This study seemed confusing at first because it seemed as if there were measuring so many different variables, but after reading over it a few times the results seem to be a great 16 contribution to future research on this topic. However, since this study was done on 15 year old Italian students I believe the generalizability for American students is very low. In regards to this, I believe that American 15 year old students spend most of their time actually watching shows online from sites that stream television shows and movies. In other countries computers may be used for leisure purposes but not necessarily for watching television shows. With the results from the Ponzo (2011) study suggesting more leisure time leads to less student success, I couldn’t help but wonder why? Students usually spend a significant amount of their day in the classroom attempting to soak up information from teachers, what is the difference between sitting in front of a teacher and sitting in front of a computer? I would like to see a study that focuses on the brain activity during leisure activities on the computer in comparison to students in the classroom. In order to get a better understanding on the effects of leisure time (computer video games) on the computer I read through an article by Erin C. Hastings et al. (2009) about the relationship of game play and school performance. This study helped me focus more on the “why?” questions I had about leisure activities on the computer. According to Hastings et al. (2009) results showed that time spent playing games was related positively to aggression and negatively to school performance. Most games played today especially the popular games, are full of violence which reflects the behavior of the audience playing the game. A huge amount of the audience playing these games are children and in this study there was a positive correlation to violent behavior and gaming, with a negative correlation to academics. However, like the Ponzo (2011) study results showed that if educational games were played on computers there was a positive correlation to school academics. In analyzing both of these studies it has led me to believe that there is a significant amount of research on computers and education, however, different studies are showing different results. There are 17 mixed results leaving no certain conclusion about the impact computers have on education. Despite mixed results computer usage for any purpose is continually increasing, I wonder what this will do for our future.