My 12th Review: Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development 12/10/10

Summary

The article Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development by Hasselbring, Lott & Zydney discusses adaptive technology that assists students with learning the three important types of knowledge required to learn math.  With a variety of options available to enhance competency in declarative, procedural and conceptual knowledge, there are six purposes that must be addressed for technology to be considered a supportive device for learning mathematics.  These six purposes are: building computational fluency; building problem solving and reasoning; converting all text and symbols; building conceptual understanding; making calculations and creating representations; and organizing ideas (Hasselbring, Lott, Zydney, ¶7).  The article goes on to discuss one intervention paradigm called FASTT (Fluency and Automaticity through Systematic Teaching with Technology) which assists in the development of a mental link between facts and answers (Hasselbring, Lott, Zydney, ¶17).  The seven features of this program were developed for declarative fact knowledge acquisition.  Other techniques studied included video technology, adaptive calculators, Pocket PCs, graphic organizers, and anchored instruction environments.  The authors end with a request that educators continue to research technology implementation by stating that the goal of math educators “should be to conduct ongoing research to determine the best use of existing technology for enhancing mathematical learning” (Hasselbring, Lott, Zydney, ¶60).

Reaction

Reading Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development had me thinking back to my personal challenges in math classes.  I enjoyed reading about all the new technology available for learning math, and wish that some of these programs had been offered during my early educational experiences.  This article was very research based, and I enjoyed looking through the www.citeducation.org/mathmatrix website.  I felt that the authors were thorough in their discussion on adaptive technology, where is has been and what it was.  I also felt assured that students in the upcoming generations will have more options for capturing the learning necessary to develop math skills necessary for their every day lives.  

Source

Hasselbring, T., Lott, A., & Zydney, J. (2006) Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development

                Retrieved from http://www.ldonline.org/article/6291?theme=print

Labels:  Math/Science

My 11th Review: The Great Debate: Effectiveness of Technology in Education 12/9/10

Summary

Patricia Deubel’s article The Great Debate: Effectiveness of Technology in Education begins by questioning the platform of a debate concerning technology effectiveness, and what topics or definitions should be chosen to adequately establish clear and concise definitions of any concept that would be involved in such a debate.  In defining terms such terms as “effective”, the article mentions “the effectiveness of technology depends upon the appropriate selection and implementation of that technology to meet teaching and learning goals”(Deubel, ¶3).  The article also questions definitions of technology, what is education, and how do we define change as either good or bad (Deubel, ¶5-7).  As the article goes into further detail about changing thinking and implementing technology suddenly Deubel reminds the reader that “it’s not the medium, but instructional methods that cause learning.  Educators need to think in a systematic way about how and when to incorporate any new pedagogical strategy, including media, into instruction” (Deubel, ¶11).

Reaction

The Great Debate: Effectiveness of Technology in Education had me thinking during the whole article because this is a subject which I find myself in personal battle with.  I especially liked the concept of definitions and how we determine effectiveness.  I appreciated the reminder of local versus global thinking, looking at the individual and then having special needs, and how effectiveness translates into a variety of applications during specific subjects, grade levels and contexts (Deubel, ¶4).  I had not recently considered the 10 principles listed concerning implementation of technology, but found all ten items ongoing and pertinent to today’s debate surrounding technology.  I agree with Deubel in that the debate will continue concerning implementation of technology in schools.  Although we must realize that technology has proved in recent years to be moving faster than just about any debate can take place.

Source

Deubel, P. (2007, November 8) The Great Debate: Effectiveness of Technology in Education

                Retrieved from http://thejournal.com/Articles/2007/11/08/The-Great-Debate-Effectiveness-of-   Technology-in-Education

Labels: Effectiveness of Technology

My 10th Review: Podcasting in Instruction: Moving Beyond the Obvious 12/9/10

Summary

Ruth Reynard’s article Podcasting in Instruction: Moving Beyond the Obvious explores the theme of technology integration into the classroom setting using podcasting.  As the use of podcasting continues to grow, teachers are encouraged to adapt and create new opportunities for students to integrate technology, presentation of ideas and community review into school projects.  Reynard proposes that using podcasting technology in innovative ways has the potential to promote networking and collaboration in a way that makes learning “more profound and legitimate” (Reynard, ¶5).  Some ideas of podcasting integration proposed were students logging trips, building presentations and presenting new ideas.  Having completed these podcasts, students are then able to gather community input and reflection of ideas or concepts proposed, while gaining a sense of legitimacy and collaboration (Reynard, ¶12).  And as with most technology, the concepts of integration and continued use seem to be challenges posed to the teachers as methods of communication and collaboration expand.  “Podcasting presents itself as having great potential for educators addressing these challenges” (Reynard, ¶15).

Reaction

 While reading Reynard’s Podcasting in Instruction: Moving Beyond the Obvious, I had to think about how this technology might be used in an art classroom.  Demonstrating techniques, art tours and discoveries in the field of art might be one way that podcasting could be incorporated, especially as an accommodation for students that have already completed main assignments.  I worried about the assumption that all students would have IPods, but clearly funding and accessibility would be addressed if this type of project was proposed.  In thinking about the legitimacy of podcasts (Reynard, ¶13) I also worried that posting a podcast to the web might have younger students assuming that legitimacy had been established instead of merely proposed.  Overall, I liked the article and was inspired to consider podcasts in a new light regarding the introduction of art and techniques through various visual and auditory means.  This technology can be seen in most art museums around the country, with the use of digital narrators that viewers can use to find more detailed information about exhibited pieces.  Students could use a similar method to present research about chosen specific art pieces to their classmates.

Source

Reynard, R. (2005, January 11) Podcasting in Instruction: Moving Beyond the Obvious

                Retrieved from http://www.campustechnology.com/articles/38786

Labels: Podcasts

My 9th Review: Monster Mash: Learning Real-World Skills in a Creature-Creating Art Class 12/8/10

Summary

The article Monster Mash: Learning Real-World Skills in a Creature-Creating Art Class by Sara Bernard is an excellent example of how the process of learning art can relate to the real world in a creative way.  The collaboration on “masks, props, characters, and sculptures” clearly includes various forms of art creation and requires the knowledge of technique, use of equipment or tools, and an understanding of problem solving skills (Bernard, ¶2).  In this article the conflicting ideas of craft versus art are also mentioned (a common debate in the art classroom) and having a curriculum based approach to these types of art classes assists teachers in defining what is considered to be learning art (Bernard, ¶5).  Also, having the students create projects and interact with the public is not only a great way to create revenue for future art, but allows the students to build upon proposal presentation and contract negotiations (Bernard, ¶16).  My favorite quote in the article “My underlying goal is to make you (the student) a creative problem solver” also fits right into my search for activities that foster critical thinking skills in an environment that engages students and has possibilities for including other subject areas.

Reaction

I enjoyed reading Monster Mash: Learning Real-World Skills in a Creature-Creating Art Class as it touched upon the creation of projects, critical thinking skills and student engagement.  The classic debate between art and craft clearly continues in the field of teaching art, but defining projects based on curriculum requirements is certainly one way to establish appropriate expectations and distinctions (Bernard, ¶5).  The concept of community involvement and request for projects was also interesting, and an idea to consider for the future of any art based program looking to expand.  Jim Bycznski is an excellent example of one art teacher capturing his “Eureka! moment” and then using his networking and project development knowledge to assist students in learning interdisciplinary life skills (Bernard, ¶4). The public art field is a fast growing industry within the arts, and is beginning to be taught in University programs.

Source

Bernard, S. (2008, January 10) Monster Mash: Learning Real-Wrold Skills in a Creature-Creating Art Class

                Retrieved from http://www.edutopia.org/print/node/5113

Labels: Technology Integration

My 8th Review: Winning with Information Literacy 12/8/10

Summary

The article Winning with Information Literacy by Jamie McKenzie can be summed up by the opening quote of “Information literacy is the key to a successful technology initiative” (McKenzie,¶1).  This article looks at the phenomena of upgrading schools with technology only to discover that the teachers are unable to integrate the programs and training necessary to utilize technology effectively in the classrooms.  One study indicated “traditional teachers are much less likely to allow computer internet use than constructivist teachers” (Becker, ¶9).  The article goes on to discuss that “traditional” teachers, being the majority, do not provide the students with adequate technology integration due to lack of inclination and preparation regarding technology (McKenzie, ¶11).  Luckily, there are multiple links provided throughout the article that address examples of how technology has been used to address learning standards, literacy, and critical thinking in the classroom (McKenzie, ¶20).  A list of websites demonstrating Scaffolding was also of interest, as it included not only WebQuests and curriculum ideas but also specific models for appropriate grade inquiries regarding science (McKenzie, ¶30).  The article concludes with ten myths surrounding the “software trap” while encouraging support of adult education and literacy as a growth process requiring time, budgeting and “invention” (McKenzie, ¶32-34).

Reaction

I felt that Winning with Information Literacy was an excellent article that provided a positive push towards increasing technology use in the classrooms.  The topic of disinclined and unprepared teachers seemed relevant in regards to technology only being introduced to schools within the last twenty years (McKenzie, ¶11).  And as students continue to use and improve technology, we as teachers will constantly be aware that our skills and knowledge must grow as well.  I also liked the many links in this article that provided positive examples of how teachers can gain skills or use products in various ways, and how McKenzie demonstrated that technology continued to meet state and local testing requirements (McKenzie, ¶18).  I support McKenzie’s views that as teachers we will need to embrace the paradigm of adult learner, continue to embrace new technologies, and find ways to incorporate technology as a means of enhancing information literacy for future generations.  Budgeting is still going to be a serious issue, however, it takes plenty of time and money to train teachers on how to use any specific type or version of software.

Source

McKenzie, J. (2000, Spring) Winning with Information Literacy

                Retrieved from http://fno.org/sum00/winning.html

Labels: Thinking it Through

My 7th Review: Simulation Nation: The Promise of Virtual Learning Activities 12/7/10

Summary

In Simulation Nation: The Promise of Virtual Learning Activities, Marc Prensky discusses the multiple uses of simulation both in the real world and the classroom setting.  Three principles he listed as important elements of simulation are:  simulation is not new, it helps us understand complex issues and it demonstrates real world experiences (Prensky, ¶5-8).  Many uses of simulation are then listed to ensure that the reader has a broad concept of scope in regards to simulation uses and work force applications.  The main example given was astronaut training, but the article also reminded us that just posing the question of “What if the South had won the Civil War?” (Prensky, ¶6) is another example of using simulation in the classroom.  Common barriers to the use of simulation are stated as lack of knowledge, time, technology and ideas with the hope that teachers will begin sharing knowledge and expertise that allows the ideas of simulation use to expand within the classroom.  The reader is reminded throughout the article that simulation allows students to address “what if….” questions in a safe and exploratory environment, and this should be an ongoing focus for teachers looking to develop critical thinking skills in students. 

Reaction

I enjoyed Simulation Nation: The Promise of Virtual Learning Activities as it made me think of ways that simulation could be used in an art classroom.  Mixing glazes to make new colors, testing techniques and manipulations of materials are all opportunities that could be explored via simulation.  This article also touched upon the critical thinking skills that I find so important in working through challenges outside of the school setting.  When Prensky stated that simulation is real-world experience (Prensky, ¶8), I was reminded that teachers could further assist students by looking at the tools of many trades and incorporating those skills into the classroom setting.  And as Prensky listed, there are many fields that use simulation or have potential in the future to incorporate as a necessary skill requirement.  I agree with the statement that “meager usage (of simulation) is detrimental to the education of our twenty-first-century kids, and must change” (Prensky, ¶18).

Source

Prensky, M. (2007, March 9) Simulation Nation: The Promise of Virtual Learning Activities

                Retrieved from http://www.edutopia.org/computer-simulations-virtual-learning

Labels:  Technology Integration

My 6th Review: Technology Reshapes America’s Classrooms 12/7/10

Summary

In Technology Reshapes America’s Classrooms, Jason Szep provides projections concerning the growth of online learning opportunities.  No longer are the students looking for textbooks, paper and pencils. One program that two years ago provided a few laptops to students now provides laptops to all 7^th and 8^th graders (Szep, ¶7).  Some of the factors listed as positives for this push towards technology in the classroom included textbook replacement costs, increased attendance, less discipline referrals and parents engaging more in their children’s schooling (Szep, ¶8-9).  This article also mentioned that moving towards a future of increased technology follows the current demand for online tutoring and educational opportunities (Szep, ¶20-21).  However, the overall idea expressed in this article was that the educational system will continue to grow by developing needs associated with corporate internet service providers, while using some private funding to develop the future of a federal educational system.

Reaction

The general concept of increased technology in the educational system appeals to my interest in adaptive technologies.  However, this article caused some concern in regards to the discussion of teacher reductions, outsourcing educational opportunities and increased participation of big business in local educational systems (Szep, ¶23-24).  Furthermore, I have to question that if the educational system becomes reliant on technology, who or what will be the deciding factor when money, politics, access and funding come into play regarding controversial topics in curriculums.  In looking at the technology that adapts according to the student’s level (Szep, ¶10), I have to question what knowledge or capability will be required by the teacher, and if those adaptations will eventually lead the children to the necessary scores on mandatory testing.  Also, what sorts of mechanisms for review of source information will be in place, who will be in charge of publishing student accessible web content, and how will accuracy and pertinence be monitored.   I might predict that states and districts would embrace such systems and tools due to their cost savings measures (ie. Textbooks, paper, etc.).  However, it would be quite a demand on teachers to have to constantly maintain literacy within these ever changing technologies.

Source

Szep, J. (2008, July 7) Technology Reshapes America’s Classrooms

                Retrieved from http://www.reuters.com/article/idUSN2547885520080707

Labels:  Effectiveness of Technology

My 5th Review: Give Girls a Chance: Building a Bridge to Science and Technology 11/19/2010

Summary

In Give Girls a Chance: Building a Bridge to Science and Technology Roberta Furger discusses the science based curriculum in a special program called Techbridge (Furger, ¶2).  The Techbridge program is designed to encourage the involvement of girls in science, engineering and mathematics while promoting gender equality in a supportive environment.  Furger discusses peer pressure for girls to have limited knowledge concerning computers and how the Techbridge program allows girls to be willing, interested and motivated to complete projects.  These girls are “in control of their own learning” (Furger, ¶10).  The program consists of female mentors that assist with projects and provide insight, allowing the girls to interact with professional women in a way that makes their roles realistic.  As one girl stated, “What I really liked about Dr. Ericsson-Jackson was that she seemed so real.  Not like some brainiac with no people skills.” The most important impact  this mentoring program provides according to Furger is the newly developed views of successful women in society and how these girls can be future leaders (Furger, ¶16).

Reaction

Give Girls a Change: Building a Bridge to Science and Technology made me question the premise of an all girls’ program versus interactive education and reflection, and which environmental factor might be most responsible for the positive outcome seen in the participating girls.  I enjoyed reading about the inclusion of interactive educational lessons, and that the school was comprised of community members from diverse fields.  In thinking about systems and developing new educational settings I can’t help but think that everyone would benefit from this type of educational experience, regardless of gender.   And I question whether it would be a negative to also include boys in this project.   Both young men and women interested in science need to foster the ability to work in diverse environments, and the pride of success in completing a project is in no way connected to ones gender.  

Source

Furger, R. (2003, September 9) Give Girls a Chance: Building a Bridge to Science and Technology

                Retrieved from http://www.edutopia.org/building-bridge-science-and-technolgy

Labels:  Diversity

My 4th Review: Special Needs Technologies: An Administrator’s Guide 11/18/10

Summary

In Special Needs Technologies: An Administrator’s Guide Terry Lankutis describes the Individuals with Disabilities Education Act with a focus on the legal definition of assistive technology (Lankutis, ¶7).    Lankutis begins the discussion with tips on creating the IEP teams, building collective expertise for greater effectiveness and ideas on gathering and tracking adaptive technology options for review.  The main point focused on is that adaptive technology can include no-tech, low-tech and high-tech options depending on the student’s needs (Lankutis, ¶10).  The process demonstrated by Lankutis involves gathering data on the student environment and needs, researching options, testing solutions and tracking outcomes. The information gathered is then reviewed each year as the IEP team meets for periodic evaluation.  Many good websites and links are also provided so that educators can get an understanding of some products available (Lankutis, ¶19).

Reaction

In reading this article, I felt that the overview and step by step approach to reviewing needs and documenting resources was an important recap of the IEP process and in looking at assistive technology for special needs.  In considering the broad scope of the article, I would have liked to see a more progressive approach to assistive technology implementation.  Lankutis mentions asking the team (or a specialist) specific questions concerning student needs, but only once states that the student should be asked some questions directly (Lankutis, ¶3).  I might have also mentioned including agencies such as the Library for the Blind, MS Foundation, or local college disAbility offices as valuable community resources concerning assistive technology and up to date products that have been tested by their clients.  Also, it is important to evaluate students in terms of finding the point in which students, especially those with learning disabilities, should be taught to functionally live with their differences rather than the focus being on teaching their disabilities away.

Source

Lankutis, T. (2004, September 15) Special Needs Technologies: An Administrator’s Guide

                Retrieved from http://www.techlearning.com/article/2818

Labels:  Special Needs

My 3rd Reaction: The New Literacy 11/17/10

Summary

In The New Literacy, Sara Armstrong and David Warlick discuss what is considered required learning in today’s classrooms versus what will be necessary knowledge in the future.  The example given is that we gain an education for our first job, but all future work opportunities are gained through education in the field due to continued changes in our society (Armstrong & Warlick ¶2). 

Armstrong and Warlick presented the four basic skills for information acquisition:  finding information, decoding information, evaluating information, and organizing information (Armstrong & Warlick ¶7).  They then developed a set of adaptive requirements through the use of the 4 E’s.  These four E’s include:  exposing knowledge, expressing ideas compellingly, ethics and evaluating information (Armstrong & Warlick ¶5).  While these concepts would normally be in the back of one’s mind, having them listed and stated in a clear manner brought their importance back to my attention.  The article ended with various lists of what school administrators and teachers could do to increase awareness of technology and information services within their districts.  Some of the ideas suggested included holding an annual technology fair, after-hours access to computers for students, using teacher websites, and having technology present and accessible (Armstrong & Warlick ¶28).

Reaction

This article provided many great links and suggestions concerning keeping technology current. I felt that the 4 E’s was a great restatement of the importance of future digital information retrieval.  The statement “the best thing we can teach them is how to teach themselves” (Armstrong & Warlick ¶3) also really struck a chord for me as a parent.  I have already noticed that I need to teach my children how to be critical thinkers, therefore ensuring not only their safety but also their ability to adapt to future changes. I felt that this article’s importance related to me as a teacher in that I was reminded to be literate in technology as a way to assist in facilitating my student’s continued capabilities, understand what is available as a resource, and to continue my personal growth regarding information and technology.  I also enjoyed learning about www.groxis.com for information retrieval.

Source

Armstrong, S. and Warlick, D. (2004, September 15) The New Literacy

                Retrieved from http://www.teachlearning.com/article/2806

Labels:  Literacy

My 2nd post: Using Digital Video to Re-Think Teaching Practices

Summery: 

Technology in the classroom has greatly increased over the last several years and throughout this process digital video production has become more accessible to teachers. This article explores the possibilities of digital media when used as a tool in the classroom, which could have a positive impact on strengthening an existing curriculum. Participating teachers N=38 who were taking part in two separate graduate level teaching programs located in the Pacific Northwest, took part in a project where each individual produced a digital video in order to present existing curriculum topics in their classrooms. At the conclusion of this project participants took part in discussions exploring their experiences in both producing digital videos and the effectiveness of such videos in the classroom.

Reaction: 

Teacher produced digital videos as a teaching tool for the classroom environment is a fascinating topic of inquiry. Two observations cited by the participants stood out interesting. The process of producing digital videos forced the participants to examine how and what emphasis they wanted to place on specific areas of the topics they were teaching. The other observation was that of layers. A digital video is made up of several separate layers which must be manipulated and synchronized in order for the video to have its desired effect. This process allows participants to become aware of the layers that exist in their classroom environments and how they can affect the learning experience. For example lighting, background noise and music etc. The main drawback to this research was that there was no student input. It would be interesting to hear how students perceived teacher produced digital videos, and their effectiveness on student learning. Another issue is that of time. Though producing digital videos as a teaching aid sounds like a good and innovative idea, the time involved for this process and the technical know-how required may not be realistic for the average teacher at present.

References

Girod, M., Bell, J., & Mishra, P. (2007). Using Digital Video to Re-Think Teaching Practices.

Journal of Computing in Teacher Education, 24(1), 23-29. Retrieved from ERIC database.

My 1st Review: Instructional Strategies for Blogging Statement categories and the development of the individual learning voice By Ruth Reynard

Summary

Ruth Reynard in her blog post on 05/09/07 discusses the importance of personal reflection as a practice within curriculums.  She has found that blogs can be used as a constructive tool for students to engage in reflection both personally and in a social classroom context.  Through looking at student blogs, she is able to better understand student’s grasp of course materials through blogging by using questions such as “How individual is a comment? How personalized is the voice of the student? Are students aware of a developing voice? Does this voice raise the confidence of the student in the learning process? Do students perceive the blogging process as helpful or just another task/assignment?” (Reynard, ¶3).  Analyzing the answers to these questions in the student blogs allowed Reynard to demonstrate a pattern of subject exploration.  She has broken these responses into the categories of reflective statements, commentary statements, new idea statements, and application statements.  Reynard notes that student responses do not necessarily follow a linear pattern; however, new ideas and application statements usually are reflected towards the end of the learning process.

Reaction

I would agree with Reynard that blogging can be a useful tool to allow students to reflect upon course material.  I feel it would be important to use blogging as one of many options that students may use in order to start the reflective process in their learning experience.  The important part to the engagement of the student in learning is not the blog but the actual reflection.  Another concern is that of computer access.  Have we reached a point when we should take for granted that all students have access to computers/internet within their homes and the level of technical literacy needed to participate in this process?  I’m not sure as to the answer to that question; however, it should be a consideration for any teacher giving out of class assignments where a computer and internet access is necessary.  The development of a student’s individual learning voice can successfully be fostered through many ways such as journaling, blogging, and discussion.  In terms of developing this skill, I feel all options should be on the table for each individual student.

Source: 

Reynard, R. (2007, May 9). Instructional Strategies for Blogging. Retrieved from

     http://campustechnology.com/articles/2007/05/instructional-strategies-for-

     blogging.aspx