Integrating Technology into Research-based Strategies
Project for Computer Applications in Education (ITEC 57430), Kent State University, Spring, 2008
Authors: Kristofer Doran, Tatjana Hrubik-Vulanovic, Richard Roach, Elizabeth Slanina
This document lists nine research based strategies and possible ways of implementing technology in them. The
document is based on a web site called “Focus on Effectiveness” that was built using information from a book
called Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock. The web site was
built by the Northwest Educational Technology Consortium.
The website address is: http://www.netc.org/focus/
Content:
School and Student Summary ................................................................................................................................................... 4
1. Identifying Similarities and Differences ............................................................................................................................... 4
1.1 Key Research Findings (from Focus on Effectiveness website) ...................................................................................... 4
1.2 Technology ....................................................................................................................................................................... 4
1.3 Rationale for the technology chosen ................................................................................................................................ 5
1.4 Educational challenge....................................................................................................................................................... 5
2. Summarizing and Note Taking ............................................................................................................................................. 5
2.1 Key Research Findings (from Focus on Effectiveness website) ...................................................................................... 5
2.2 Technology ....................................................................................................................................................................... 6
2.3 Rationale for the technology chosen ................................................................................................................................ 6
2.4 Educational challenge....................................................................................................................................................... 6
3. Reinforcing Effort .................................................................................................................................................................. 7
3.1 Key Research Findings (from Focus on Effectiveness website) ...................................................................................... 7
3.2 Technology ....................................................................................................................................................................... 7
3.3 Rationale for the technology chosen ................................................................................................................................ 8
3.4 Educational challenge....................................................................................................................................................... 8
3.5 Implementation................................................................................................................................................................. 8
4. Homework and Practice ........................................................................................................................................................ 8
4.1 Key Research Findings (from Focus on Effectiveness website) ...................................................................................... 9
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4.2 Technology ....................................................................................................................................................................... 9
4.3 Rationale for the technology chosen ................................................................................................................................ 9
4.4 Educational challenge....................................................................................................................................................... 9
4.5 Implementation............................................................................................................................................................... 10
5. Nonlinguistic Representation .............................................................................................................................................. 10
5.1 Key Research Findings (from Focus on Effectiveness website) .................................................................................... 10
5.2 Technology ..................................................................................................................................................................... 10
5.3 Rationale for the technology chosen .............................................................................................................................. 11
5.4 Educational challenge..................................................................................................................................................... 11
5.5 Implementation............................................................................................................................................................... 12
6. Providing Feedback.............................................................................................................................................................. 12
6.1 Key Research Findings (from Focus on Effectiveness website) .................................................................................... 12
6.2 Technology ..................................................................................................................................................................... 12
6.3 Rationale for the technology chosen .............................................................................................................................. 13
6.4 Educational challenge..................................................................................................................................................... 13
6.5 Implementation............................................................................................................................................................... 13
7. Generating and Testing Hypothesis .................................................................................................................................... 13
7.1 Key Research Findings (from Focus on Effectiveness website) .................................................................................... 14
7.2 Technology ..................................................................................................................................................................... 14
7.3 Rationale for the technology chosen .............................................................................................................................. 14
7.4 Educational challenge..................................................................................................................................................... 15
7.5 Implementation............................................................................................................................................................... 15
8. Simulations and Games........................................................................................................................................................ 15
8.1 Key Research Findings (from Focus on Effectiveness website) .................................................................................... 15
8.2 Technology ..................................................................................................................................................................... 16
8.3 Rationale for the technology chosen .............................................................................................................................. 16
8.4 Educational challenge..................................................................................................................................................... 17
9. Cues, Questions, and Advance Organizers ........................................................................................................................ 17
9.1 Key Research Findings (from Focus on Effectiveness website) .................................................................................... 17
9.2 Technology ..................................................................................................................................................................... 17
9.3 Rationale for the technology chosen .............................................................................................................................. 17
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9.4 Educational challenge..................................................................................................................................................... 17
Summary ................................................................................................................................................................................... 18
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School and Student Summary
The students are middle school students (sixth through eighth) graders at a public school in a rural, small town in
Ohio. The classes consists of a combination of kids who have grown up on farms, a contingent of transient children
(their parents are migrant laborers), and some middle to upper class kids (many who have moved in during the last
few years to some moderate to large housing developments created after the sale of some nearby farms). The
middle and upper-class kids are technology savvy, but need some ideas for using technology in the classroom for
other uses besides texting friends. The farm kids have little access to technology at home, and the children of
migrant laborers (mostly ESL) have a lot of access to cell phones (pre-paid) but not computers at home.
A new middle school that is located in the heart of town was built within the last few years and is well funded.
Classroom wireless access is available and each room has a projector. But the teachers have been slow to adapt to
new technologies and therefore are not using some of the resources available to them.
Every classroom has a computer for the teacher’s use. There are two computer labs in the school: one in a
"technology resource center" and one in the library media center. There is also one “mobile lab,” which is a series
of laptops that can be brought into any classroom for temporary use. There are also two mobile TV/DVD carts and
one TV/VCR cart, a digital camera, purchased in 2004, and a video camera, purchased in '07. Each of these items
can be reserved for use by any teacher. There is a district web site, and the middle school has a page, which is
updated daily / weekly by the school library media specialist.
Grant money is available for additional technology equipment; the administrators are in the midst of deciding what
new equipment and software to buy.
1. Identifying Similarities and Differences
1.1 Key Research Findings (from Focus on Effectiveness website)
Challenging a student to understand and analyze similarities and differences is a key component to building their
overall competence to process and synthesize information. Mastering this ability provides the basis for making
connections between subjects, ideas and elements of the world. In order to become adept at identifying similarities
and differences, students first need clear guidance and understandable examples from their instructors. Eventually,
they need to be challenged to come up with own approach to compare similarities and differences within different
subjects.
1.2 Technology
a. Podcasts (A few headsets need to be purchased for lab use to create the Podcasts at a cost of $5.00 - 8.00
each.):
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Students are assigned to record their own podcasts of themselves reading famous poems. The teacher also finds a
Web site (http://www.poets.org/audio.php) that includes the voices of famous poets reading their poems. After
completing their recordings, they will listen to the poet.
b. Internet Web sites (examples available online):
Students have to create a “Facebook” or “My Space” page (in place of a written or oral report) on a for famous
scientist.
c. Internet Web sites / IPod (available online, or teacher can purchase copy of song on ITunes for $.99 each):
Students analyze copyright cases described on the Web (http://www.benedict.com/) and judge whether the cases
are valid or not. They can download songs for listening.
1.3 Rationale for the technology chosen
Students will enjoy using technologies they are very familiar with that have probably not been incorporated into
the classroom. The Podcast exercise will teach them an up-to-date recording method. By correctly using the
elements of social networking sites (appropriate description, photo, and “friends,”) they will demonstrate their own
knowledge and understanding of their research subject’s life. These lessons will also introduce students to
interesting Web sites that they have never seen. The use of Web sites in the classroom can also always be
appropriately extended into an analysis of valid versus invalid Web information sources.
1.4 Educational challenge
Student motivation:
Students will enjoy having the opportunity to create their own Podcasts and it will enable them confidence in
performance based activities. Students are probably already using Facebook, My Space and IPods to network and
download music so these exercises will make school seem more relevant.
English language learners:
Inviting non-native speakers to analyze language in these ways will be invaluable reinforcements of the skills they
are learning.
Literacy development:
In the example of the podcast, using the poet’s own words will invite students to examine the language and
meaning. Which parts of poem did both you and the poet emphasize? How was your interpretation the same or
different?
2. Summarizing and Note Taking
2.1 Key Research Findings (from Focus on Effectiveness website)
Note taking and summarization is a capability that can be demonstrated from teacher role modeling. Notes should
be a variety of different formats, not just straight outlines and summaries of words. Beginning to effectively
demonstrate this skill involves the ability to parcel down information appropriately and select the right elements of
a lecture or written piece. This means knowing what is most important and least important, not just remembering
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random pieces of information. Summarizing information correctly is a key component of study skills. When this
is done by the individual, the information is more likely to be remembered.
2.2 Technology
a. Digital Camera (the purchase of three more cameras at cost of approximately $150 each will be required to do
this program):
Students are visiting Washington, D.C as a class trip. To make note-taking more interesting, while divided into
groups, they have to visually represent their research topics with a digital photo. The photo must include three
components or “descriptors” for the basis of their notes or outline. For example, visiting the Jefferson Memorial –
the photo should incorporate something that describes the audience, the thing itself as well as its historical
significance.
b. PowerPoint (available in computer labs):
Students are told to create an outline in PowerPoint of a speech they have to give in class or to summarize a
lecture. (Exercise in what to keep / delete.)
c. Blog (available online):
Students have to keep an online journal each day. At the end of each month, they are to edit and summarize their
entries. This reinforces important components of editing and summarizing and can be a fun entry into memoir /
biographical writing.
2.3 Rationale for the technology chosen
Students will find digital photography an entertaining way and non-writing based way to illustrate their summary
of concepts. The use of PowerPoint is commonplace in today’s world and therefore, a necessary skill for today’s
learners. Blogging is a logical outgrowth of social networking sites and utilizing this technology to allow students
to learn the value of editing is a good life skill in an era where brevity is definitely not the focus of this type of
writing.
2.4 Educational challenge
Student motivation:
Using the digital camera and blog are basic ways to spice up normal classroom exercises. The PowerPoint lesson
can also focus on aspects that are more entertaining and flashy.
Literacy development:
Blogging and then being asked to edit one’s blog is a writing exercise that will reinforce this important
competency.
Differentiated Instruction:
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Though most activities are writing based, the digital camera one offers a break from the traditional format of
note-taking for those students who may be better visual or hands-on learners.
3. Reinforcing Effort
3.1 Key Research Findings (from Focus on Effectiveness website)
Not all students know the connection between effort and achievement (Seligman, 1990, 1994; Urdan, Migley, &
Anderman, 1998).
Student achievement can increase when teachers show the relationship between an increase in effort to an increase
in success (Craske, 1985; Van Overwalle & De Metsenaere, 1990).
Rewards for accomplishment can improve achievement when the rewards are directly linked to successful
attainment of an understood performance standard (Cameron & Pierce, 1994; Wiersma, 1992).
A critical decision for teachers is how to provide recognition. Abstract or symbolic recognition has more impact
than tangible things, such as gum, movie tickets, or prizes (Cameron & Pierce, 1994).
3.2 Technology
a. Panasonic digital video camcorder with 60 GB hard Drive $550
It has the capabilities of producing video and still images.
4GB Secure Digital high capacity memory card $38
It includes: A/V capacity to television and USB 2 for easy transfer to computer.
The available computer needs to have a port to accept the SDHC memory card.
Tripod and carry case $60
b. Window Movie Maker (PC) or iMovie (Mac)
They usually come standard on newer computers.
c. Alesis USB-microphone Podcasting kit $99
This includes: microphone, desk stand, monitoring headphones, and audacity software.
d. PowerPoint presentation software
It is usually included on most computers.
e. School website (capacity to add content: video, photos, and newsletters)
f. Microsoft Word software (computer hooked to a color printer)
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3.3 Rationale for the technology chosen
The technology presented above has been chosen to highlight and reinforce effort by recognizing accomplishments
and the hard work by the student’s in the school and the community.
By using the school’s existing website as the primary form of distribution, interviews with successful students and
members of the community could be posted. These interviews could be video and audio, audio only, still images
with audio, or other combinations. Award ceremonies and community events could be posted as well.
The video camera I chose has a 60 GB hard rive and the capacity to take a 4GB memory card. This will allow for
most interviews and/or presentations to be shot and downloaded to a computer without need of additional supplies.
The same equipment could be used over and over without additional cost. The Alesis USB microphone will be
perfect for any sit down interview or regularly scheduled podcast.
The postings could be edited and rearranged on Windows Movie Maker and/or Mac iMovie which comes standard
on most new computers. PowerPoint makes any image and audio presentation simple. Microsoft Word can be used
to create certificate or special recognition document needed to honor someone.
3.4 Educational challenge
Student motivation would increase. The recognition would encourage those that are working hard to continue and
set examples to those who need guidance.
School-family connections would be fostered. Both the community and the school can access the school website.
Parents can see the success of the children and the importance the school places on hard work. By honoring
community members, you encourage their participation in the school.
The students assigned to create these postings would get a great education in how to present different stories told
by varying members of the school body through different media. This should go a long way to meet the Literacy
development educational challenge.
3.5 Implementation
A multi-media or journalist class or club could be given assignments to perform the interviews and document
presentations.
The school teachers and administrators would seek out students and community members who have demonstrated
success due to their effort and persistence. By telling their stories (how did they succeed?) to the community and
the school, it would provide encouragement, examples, and acknowledgement of hard work and effort.
Video and audio have been chosen as the tool to reinforce effort because of the strength of those media. Video and
audio are fantastic at showing emotion and energy.
4. Homework and Practice
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4.1 Key Research Findings (from Focus on Effectiveness website)
First and foremost, the most important thing for teachers to remember when they are assigning homework is to
keep the grade level in mind. The amount of work should be equal to the student’s grade level. Yet, it is important
for elementary teachers to help establish behaviors involving homework in the student’s lives.
It is also important to make the homework have some value. There has to be consequences if the student does not
complete the homework. Also, there must be grading value attached to completed homework with feedback for
the student to receive.
Parents can be involved in the homework process, but it is important that it is no more than monitoring that it is
being done. Parents can help their children in areas that they struggle, but it is important that the child is actually
learning the material on their own.
4.2 Technology
Blackboard K-12- The price is not listed on their web site, and even when you call their 1-800 number they would
not release the actual cost to me, instead they claim it is affordable to any school.
Digital Video Camera – owned by the school
3 pack of MiniDV tapes - $19.99
Desktop or Laptop Computer – Every classroom has one, plus computer labs
4.3 Rationale for the technology chosen
Blackboard K-12 is the key piece of technology in this basis. The program is simplified version of the software
WebCT used at many universities across the country. What this software will do is give the opportunity for
students to always know if they are on task with their assignments in their class.
A Digital Video Camera is already owned by the school. Depending on the subject of the class teachers can use it
in a variety of ways to upload video material to the Blackboard K-12 site. Obviously the camera will need tapes.
The computer comes into play in order for the teachers to upload the material.
4.4 Educational challenge
Any time that we are talking about the student leaving the school and going home we are going to have a variety of
challenges when trying to implement new technologies. So, the question was, how can any school district
implement the use of any technology when the student would need to use it at home. The most common
denominator is this scenario is the internet. Yet, as common as the internet is, there is bound to be students who do
not own a computer or if they do don’t have the internet. So how do we implement this technology in the
classroom without alienating some of our students? The most obvious answer to me is after school computer lab
hours. The school needs to provide the students time to access the computer labs to do any of these online
assignments. Yet, this is not a perfect answer because these students need to be able to still get to and from school.
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So, the only alternate choice I have is to actually have a “home room” type period for the students to access their
blackboard during school hours.
4.5 Implementation
Blackboard K-12 will allow homework to reach a more “right there in front of you” approach. Students will
always be able to gather the homework from the website, parents will always be able to make sure their child is up
to date, and the teachers will be able to easily manage the learning while not having to worry about complicated
software. To sum it up, this software provides personalizes learning opportunities, easily monitors student
progress, increases student engagement, and encourages parent involvement.
Where the camera and accessories come in to play is allowing the teachers a variety of options. The teachers can
actually videotape an entire lecture and post it on the web for students to review, or tape special segments to help
the students to remember important notes or facts for tests.
5. Nonlinguistic Representation
5.1 Key Research Findings (from Focus on Effectiveness website)
Learners acquire and store knowledge in two primary ways: linguistic (by reading or hearing lectures), and
nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth). The more students use both
systems of representing knowledge, the better they are able to think about and recall what they have learned
(Marzano, Pickering, & Pollock, 2001).
Visual representations help students recognize how related topics connect (NCTM, 2000).
Finding patterns helps students organize their ideas so that they can later recall and apply what they have learned.
Research has shown an increase in understanding of geometry when students learn to represent and visualize threedimensional forms (Bransford et al., 1999; Lehrer & Chazen, 1998).
After brainstorming to generate ideas, students can improve their reading, writing, and thinking skills by using
thinking maps to help them organize key concepts in a visual way (Hyerle, 1996).
Using visual representation software in a science classroom helps students express their developing understanding
of core chemistry concepts in the form of visual representations that are readily created and shared. These
representations help students generate explanations of the phenomena they are investigating. (Michalchik, V.,
Rosenquist, A., Kozma, R., Kreikemeier, P., Schank, P., & Coppola, B., in press).
5.2 Technology
a. Canon Powershot digital camera $150
2GB ultra II SD memory card $25
Batteries and charger $40
The available computer needs to have a port to accept the SD memory card.
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b. Inspiration 8 visual organizing software (Mac/PC)
http://www.inspiration.com/home.cfm
5 computer license $310
10 computer license $550
20 computer license $895
c. Flickr – an online photo management and sharing website (free)
http://www.flickr.com/
Ofoto – Kodak Gallery online photo editing and sharing website (free)
http://www.kodakgallery.com/Welcome.jsp
d. PowerPoint presentation software included on most computers
e. Spread sheet software included on the computers available.
5.3 Rationale for the technology chosen
This is a very powerful combination of tools. The digital camera will allow the students to individualize any
project they are working on by having them acquire the images they need and are familiar with.
The Inspiration software will allow the students to organize images (they have shot themselves, acquired through
Flickr or Ofoto, or the thousands of graphical images available on Inspiration) into idea webs, classification
diagrams, logic graphs, and so on. Inspiration has some wonderful features that include the ability to display the
same information in multiple modes to further their understanding of the information.
The photo sharing websites (Flickr and Ofoto) assists the students in doing basic editing and correction of their
photos, storage and sharing of photos, and acquiring of photos available from all over the world.
PowerPoint presentation software provides a linear way of presenting photos and/or discoveries made by the
students.
5.4 Educational challenge
The tool kit presented above would be effective is meeting more than one educational challenge depending on how
it was implemented.
Student motivation is the primary education challenge met. Anytime a student can individualize a presentation by
including photos shot and diagramed by that student, the student’s motivation will increase. This makes the class
assignment more relevant to the student.
Student-family connection is another education challenge that could be met by this set of tools. The photographs
taken by the students may incorporate their families and their communities. This will help draw in their families
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into the students’ education. An example of this would be the Life Science assignment of diagramming out the
student’s family tree to study hereditary traits.
Literacy development is another educational challenge met by the technology used in this tool kit. By using the
digital camera and PowerPoint, students could explore different ways of creating and presenting dialogue and
information. An assignment in Language arts would have the students create a graphic novel about social issues
that are important to them.
5.5 Implementation
There are many possible ways of using this tool kit. It is hard to understand why the kit is not standard in every
school. Here fare few possible implementations.
Earth Science- The students are assigned to photograph and organize their own individual water cycle or rock
formation diagram.
Education challenge met: Differentiated instruction and Student motivation
Life science- The students are assigned to make their own photo family tree. They will individualize the study of
hereditary traits by studying how their family’s characteristics have been created.
Education challenge met: School-family connections and Student motivation
Social Studies- The students are to diagram out the cultural roles within their community and compare and contrast
them with other cultures and communities.
Education challenge met: School-family connections and Student motivation
Language Arts- The students are assigned to create their own graphic novel dealing with social issues they face.
The can use the digital camera and Powerpoint or Inspiration to layout out the photos and create the dialog to go
with the images.
Education challenges met: Student motivation and Literacy development.
6. Providing Feedback
6.1 Key Research Findings (from Focus on Effectiveness website)
Anyone who has ever taken any type of course that involved getting feedback on their work has probably wanted
two things. First, does the feedback leave the student better off? That is, does the feedback help the student
improve their understanding of the topic? So, the student wants constructive feedback.
Second, if the student believes that they have the right answer and then finds out that they do not; does the
teacher/instructor give them their feedback in a reasonable amount of time. So, if a student turns in an assignment,
in order for them to still relate to it; the assignment must be given back in a matter of a day or few.
6.2 Technology
Rubistar – free
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Desktop or Laptop Computer – Every classroom has one, plus computer labs
Blackboard K-12- The price is not listed on their web site, and even when you call their 1-800 number they would
not release the actual cost to me, instead they claim it is affordable to any school.
Waypoint Software - free
6.3 Rationale for the technology chosen
Rubistar is free software that helps teachers create rubrics. It comes with another piece of software called
Waypoint that allows for detailed feedback to be provided from the teacher to the student.
By also using Blackboard K-12 with Rubistar, it allows a more uniformed “one location” site for student feedback.
Additionally, as an instructor Blackboard K-12 will keep track of student achievement across your classes and give
you customized data to help improve your student scores.
The computer is obviously needed to run either of these software applications.
6.4 Educational challenge
One challenge every teacher faces if giving good feedback. Even if the teacher gives good feedback for nine
students, the tenth may not quit understand the feedback the same way. That is where Rubistar in combination
with Waypoint comes into play. As the teacher grades the work of the students, the feedback is posted right to the
student’s rubric for the assignment. With this software the student can respond and ask question for the teacher
from their own computer. This gives the teacher and the students a lot of extra one on one learning opportunities.
6.5 Implementation
One way to increase the student’s use of your feedback as a teacher is to raise the grade value of any work that
they do that they receive feedback on. As you do this, it is important that you show the students what they have
done incorrectly and explain to them why for them to truly understand the task at hand. Of course, as mentioned
earlier it is very important to give the feedback in a timely manner.
In giving the feedback and helping the students understand what they did wrong, it would also be useful to give the
students a chance to correct what they did wrong. So, if the student was in a math course and you told them that
their problem was wrong and they used the wrong type of equation to solve it; give the student an opportunity to
correct their answer for some extra points.
Another option of giving the students good feedback is peer review, allow the students to correct each other before
they turn their work into you. Rubrics will also be a good tool not only for you as the teacher in grading, but for
the students to make sure they have provided all the work that you want them to.
7. Generating and Testing Hypothesis
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7.1 Key Research Findings (from Focus on Effectiveness website)
Understanding increases when students are asked to explain the scientific principles they are working from and the
hypotheses they generate from these principles (Lavoie, 1999; Lavoie & Good, 1988; Lawson, 1988).
By generating and testing a hypothesis, students are applying their conceptual understanding (Marzano, Pickering,
& Pollock, 2001).
In comparisons of inquiry-based instruction and more traditional teaching methods (such as lectures and textbookbased instruction), researchers have found that inquiry methods help students gain a better understanding of
fundamental concepts in science (White & Frederickson, 1997, 1998).
An interactive approach to teaching physics concepts provides a better environment for student learning than
traditional textbook-based instruction (Hake, 1998).
7.2 Technology
a Intel Education website “Showing Evidence Tool” (FREE)
http://educate.intel.com/en/ThinkingTools/ShowingEvidence/
b. The Proscope HR CSI Kit ($800)
http://www.proscopehr.com/index.html
c. Laptop computers with internet connections. (The school already has these)
d. A Wiki (standard version licensing fee $250)
http://www.projectforum.com/pf/index.html
5. Digital camera and/or video camera (Specifications provided in previous sections)
7.3 Rationale for the technology chosen
The Showing Evidence Tool provided by Intel Education is an excellent resource. It provides a user friendly
interface that is designed to illustrate the support or lack of support for hypotheses (or arguments). But, it is not
simply a spread sheet calculating the data showing evidence for or against the hypothesis. The program prompts
questions to encourage further investigation and reasoning. It makes the students evaluate the strength and validity
of evidence given. It aids in creating dialogue among the students and reformulating the hypothesis.
The Proscope HR CSI kit is an hand held digital microscope with the capabilities to magnify at 0-10X, 50X, and
200X. The Proscope HR is an exciting way to go in the field and collect detailed data which would have required a
microscope. The Proscope HR also comes with a stand that allows you to magnify 200X and stay stationary. It also
can attach to most laptops and desk top computers through a USB2 port. By using the software which is packaged
with the Proscope, you can easily capture still images, video, and time lapse imagery with out additional drivers
and software. The Proscope can even adapt to most microscopes found in school laboratories for the 200X and up
magnification capabilities.
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Laptops computers with internet capabilities allows for multiple students to be running experiments in multiple
locations at the same time. By recording the data as the experiments are being performed on the laptops, the
students can organize, summarize, and share the information with the group via email, FTP, or wiki. The Proscope
can be hooked up to the laptop and images (still or video) can be sent to the group.
A wiki can be set up by the teacher to allow for the gathering, organizing, and sharing of information. The students
then could work collaboratively on creating, modifying, and testing the hypotheses.
Digital cameras (still and video) can be used to document the experiments. This way all of the group can see the
reactions and the results of an experiment. Many times this is more meaningful to the students than raw quantified
data. Once again, all images can be shared by the group and used to create a presentation.
7.4 Educational challenge
This highly collaborative and interactive way of teaching the students to formulate, test, and then reformulate
hypotheses will increase student motivation. This technology allows the students to go out and interact with
environments and conduct field experiments. When discussing the Ameritech classroom, it quickly became evident
that interactive and collaborative projects in and out of the classroom were successful in meeting the educational
challenge of student motivation.
The differentiated instruction challenge can be met with these group projects as well. As we know, some learn
better by experimenting and putting their hands on tools. Some students learn better by reading, data, and research.
These group projects using the technology presented, will allow for the varying learning type to work
collaboratively together. By working together, they share their perspectives and can learn from each other.
7.5 Implementation
The Proscope HR may have some limitation to its universal use. It would be limited to the Earth and Life Sciences
where close investigation is required. Through my research, I found a teacher of Language Arts, who was using
hand held jewelers’ loupes to initiate conversations of contrast and similarities and to encourage creative
metaphors. The Proscope HR could be used in this fashion.
The rest of the technology suggested (Showing Evidence Tool, wiki, laptop, and digital cameras have wide ranging
application. Any of the Physical and Social Sciences could assign group projects in which these tools would not
only facilitate but motivate student to develop better analytical thinking and communication skills. The Showing
Evidence Tool’s website demonstrates its effectiveness in formulating debates and arguments that could be utilized
by the Language and Fine Arts departments of the school.
8. Simulations and Games
8.1 Key Research Findings (from Focus on Effectiveness website)
Much education research encourages teachers to foster the kinds of environments and tools provided by
simulations and games. For example, the more students use multiple systems of representing knowledge, the better
they are able to think about and recall what they have learned (Marzano, Pickering, & Pollock, 2001).
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Games and simulations differ in important ways, although contexts may overlap. In simulations, no one "wins,"
and participants role-play experiences that result in their character suffering or benefiting from decisions and
actions.
Serious games is a new term for games that are applied to "serious" goals instead of entertainment, bringing
gaming technology to fields such as education, policy development, and leadership. Major corporations,
government institutions, foundations, educators, and nonprofits are turning to games and emerging technologies as
a new approach to simulations, training, education, and other practical applications.
The effective use of games differs depending on the educational areas where the games are employed. The best
results were found to be in the areas of mathematics, physics, and language arts (as opposed to social studies,
biology and logic). The beneficial effects of gaming are most likely to be found when specific content is targeted
and objectives precisely defined (Randel et al 1992).
8.2 Technology
a. Site used to find simulations and games below is CITEd Research center:
http://www.cited.org/index.aspx?page_id=143
Computer simulation: Froguts: simulation http://www.froguts.com/flash_content/index.html#nomagnifier
Subscription is $300 per school per year.
b. From the site SHODOR a national resource for computational education: http://www.shodor.org/about/
Free activities mainly games good for math (ex. arithmetic 4…): http://www.shodor.org/interactivate/activities/
c. From the site Internet public library: http://www.ipl.org/
Under in KidSpace and games there are multiple interactive games. Some may require to be installed on your
computer. Link is: http://www.ipl.org/kidspace/browse/fun4000
Example of a free game is Build-A-Prairie where you read about different species and try to create balanced
prairie.
d. Introduce various games using chess boards and other games for the students to use while in study hall. Budget
of $300 can provide nice set of games that develop problem solving and at the same time provide social
interaction with other students.
8.3 Rationale for the technology chosen
a. Froguts is great dissection simulation program for a frog, squid, starfish, cow eye owl pellet and fetal pig. It
can prepare students for real dissection by showing them ahead of time what to expect. They will learn the
steps, body parts and instrument names ahead of time so when real dissection happens they won’t be
overwhelmed.
b. This is a free software that provides practice in skills while playing games and running simulations.
c. Some of the software on this site is free and some might need to be purchased. Build-A-Prairie is a nice
simulation for building a prairie while learning about different plants and animals.
d. Providing games for kids to use in study hall may be good way to keep them busy, positively engaged and also
socially active.
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8.4 Educational challenge
Literacy development:
Using simulations and games will help with literacy development by practicing the higher-order thinking skills as
well as basic skills in reading and math. Simulations can also give students experience with activities that would be
too expensive or are impossible to do (example is to create a prairie) or to prepare students for the work in labs.
Student motivation:
Student motivation is also increased when using simulations and games. That is mainly because of interactive
nature of both which keeps students engaged and interested.
9. Cues, Questions, and Advance Organizers
9.1 Key Research Findings (from Focus on Effectiveness website)
Teachers set the stage for learning by finding out what students already know, then connect new ideas to students'
existing knowledge base. Using a variety of instructional strategies, teachers guide students from the known to the
unknown, from familiar territory to new concepts. Cues, questions, and advance organizers are among the tools
and strategies that teachers use to set the stage for learning.
9.2 Technology
a. The Northeast Texas Consortium provides a resource for developing advance organizers, especially for distance
learning. http://www.netnet.org/instructors/design/goalsobjectives/advance.htm
b. Teach students to pose questions by using interview approach. Variety of technology options can be utilized
like classroom setting, using voice recorder, voice over internet and e-mail correspondence.
c. Blog: Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock at:
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#cues
List number of good examples for prediction, questions and advance organizers.
9.3 Rationale for the technology chosen
It is important to encourage teachers to use advance organizer technique. Once they experience benefits to their
students they will probably come up with many different ways to implement them. Software that helps teachers
develop advance organizers is free and all that is needed is computers and web connection - that is already
available at the school. It can be considered that teachers get paid internet connections in their homes.
Interviews require ability to come up with good questions and coming up with good questions is very important
part of learning. Very often, in order to ask question, oneself has to be rather knowledgeable on the subject. Posing
questions is part of higher–level thinking skills. Interview can be done using tape recorder, using e-mail or phones.
Using phones in interview can be combined with note taking.
9.4 Educational challenge
Student motivation:
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Cues, questions and advance organizers facilitate effective learning and in consequence student motivation. If
instruction is well organized, if questions are raised and discussed, students learn better and being more successful
they also get motivated to be even better.
Literacy development:
Literacy development is increased by using cues and questions because they encourage students to critically think
and elaborate about specific topic, draw conclusions and activate prior knowledge.
Summary
The way that we learn and work is changing. So the way that we teach needs to change also. That is where 21st
century skills come into play. So what are 21st century skills? Well, when we look at the core subjects some
sound familiar and some don’t: English, reading or language arts; World Languages; Arts; Mathematics;
Economics; Science; Geography; History; Government and Civics. You may have noticed that some of these core
subjects are more geared towards a global awareness. One of the major reasons that we need to start learning with
a more global awareness is because of the way the technology has changed the world in the last twenty years alone.
So with the coming of the technology age today and tomorrows students need to be technological aware to
compete in the global economy. To make sure that they are ready we need to focus more on learning and
innovative skills; information, media, and technology skills; and life and career skills. When our students have a
better understanding of these types of skills it will open their world up to demonstrate originality; develop,
implement, or communicate new ideas to others; be open to new and diverse ideas; and give them the skills to take
action on their creative ideas to make them materialize.
Here we have listed the types of technology that we feel can help us as educators reach these types of goals. To
help identify similarities and differences students would create a podcast of themselves reading poems. Next, the
students will create a Facebook or My Space page for a famous scientist. Lastly, the students will purchase songs
online legally to give them an understanding of copyright law.
To get a better handle on summarizing and note taking students will use digital cameras to provide a visual
representation of their assignment while on a class trip to Washington D.C. Next, students will create an outline in
Power Point to get a better understanding of what to keep and what to delete in their notes. Lastly, the students
will keep a daily journal in an online blog to learn about summarizing.
To reinforce effort the students will use a video camera, along with editing software, and a microphone to create
videos about students who are high achievers in the school and in the community. The students will then upload
those videos to the school web site. Similarly, the students will be able to use Power Point to create visual stories
and Microsoft Word to create certificates or awards for the achievers.
When looking at a student’s homework and practice we decided to use a piece of software called Blackboard K-12.
This will essentially allow the students to have access to any notes, or assignment from any computer hooked to
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the internet. This will also allow the teacher to further engage their students with online specific assignments and
course content using tools like a video camera.
In nonlinguistic representation the students will have the opportunity to allow their creativity to flow. We will
provide them with a digital camera, a variety of software: Inspiration 8, Flickr, Ofoto, Power Point, and Excel.
What this will allow the students to do is essentially go out and get their own visual representation of the project,
and have the capability to edit those photos and organize them for a presentation.
To provide feedback to our students we will use a free piece of software called Rubistar. Alone this software will
assist teachers in making rubrics, but we will also combine it with the software Waypoint. This will allow
feedback and communication between the teacher and the student on individual level.
To generate and test hypothesis we will again be using computers and either a digital camera, or a digital video
camera. Beyond those technologies we will used a free website called Showing Evidence. This site is set up to
help the students test their hypothesis against their arguments. If the student would like to test their argument
further we will provide them with a Proscope HR CSI Kit. This hand held microscope will allow the students to
test their experiments outside the traditional classroom. Students can then post their own Wiki’s to put their
opinions out on the web.
One thing that is fairly common in today’s technological world is the student’s love of simulations and games. In
this section we have a variety of free websites that provide social interaction and well as problem solving skills.
Students will again use a variety of free web sites that will teach students to look at and pose questions in a
different manner. This will allow them to use interview like settings and use voice recorders to put these sessions
on the web in a variety of ways including posts, email, podcasts, and blogs.
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