Students assinment
for ED 610 week 1
2014
Contents:
Nadiyah Alanazi…………………………………….……….. 1
Krista Franklin…………………………………….…………2
Mohammed Alsalman………………………………………..3
Nia Bravo ……………………………………….……………4
Lauren Colton……………………………….……………….5
Kristina Stone………………………………………………..6
Nadiyah alanazi
2
CSE 610
4/10/2014
One-to-One Computing and Learning Has It Lived Up to Its Expectations?
There were no clear conclusions on the result of using one-to-one computing
programs in learning and there were some researches fund that high achievement and
other researches fund lower or no achievement. Also, some researches found some
achievement on one subject but on the other side low achievement on other subject.
According to the author there are several factors that make the one-to-one computing
programs successful in learning.
Goal is the first and the most important factor of successful of one-to-one
computing programs and has to be supported by teachers and school administrators.
Moreover, training is the key factor of successful of using technology in learning and if
teachers’ lack of training for sure the program will not reach its goal. In general, teachers
are not familiar with the new technology and they need some ongoing technical support
to help them with their daily work. Also, any computing program need sold infrastructure
in order to work effectively and efficiently.
The author emphasize on having good resources on the students devices in order
expand the benefit from the new technology in learning. Nevertheless, the author suggest
that schools do not have close some collaboration and social networks, but instead of that
teach students how to use them to improve their learning.
WHY WE NEED HIGH-SPEED SCHOOLS
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In this article the author compare the traditional classrooms, where students
complete the lesson all together and move to the next one as whole, and the new
classroom where student can work on her/his machine and spending time as he or she
needs and moving to the next lesson without waiting for other students. According to the
author, the new technology will play an important part in learning and both of students
and teachers need to be familiar with the new style of learning to gain more advantages in
short time.
The new technology could safe time in assessment students and it will provide
wide choices of tests and real life problems in order to improve the assessment quality.
The author emphasize on school access to broadband and how it is important to make the
new technology active and helpful. The percentage of school that has Internet connection
meets their teaching needs is only 20 percent. Some schools especially in rural or lowincome have very low connection to Internet, which minimize any successful of nay
computing programs.
The author put more weight on schools, districts, parents and technologists to
decide which level of connection of Internet needed to maximize the benefit of learning
education programs.
Ramig, R. (2014). One-to-One Computing and Learning Has It Lived Up to Its
Expectations? Internet@Schools, 21(2), 6-8.
Duncan, A. (2013). WHY WE NEED HIGH-SPEED SCHOOLS. Scientific
American, 309(2), 69-71.
Krista Franklin
10 April 2014
4
CSE 610
Computers in Education
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
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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 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.
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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=JnNpdGU9ZWh
vc3QtbGl2ZQ%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-0c75480f-949b-1eb837a8e022%40sessionmgr4005&vid=13&hid=4101>
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Mohammed Alsalman
CSE610
April 10, 2014
Article Reflection
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
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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 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
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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 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.
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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.
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Nia Bravo
CSE 610
April 10, 2014
Computers in Education
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 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.
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(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 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.
Reference Page
Hastings, E. C., Karas, T. L., Winsler, A., Way, E., Madigan, A., & Tyler, S. (2009).
Young
children's video/computer game use: relations with school performance and
behavior. Issues In Mental Health Nursing, 30(10), 638-649.
doi:10.1080/01612840903050414
Ponzo, M. (2011). Does the way in which students use computers affect their school
performance?. Journal Of Economic & Social Research, 13(2), 1-27.
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Lauren Colton
CSE 610
Reflection 1
April 10, 2014
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.
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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
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Kristina Stone
CSE 610
Week #1
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.
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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
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students, 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.
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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.
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