Month: July 2019

Trained teachers open to successful integration of technology in classrooms can benefit students in becoming the best, productive and creative 21^st century citizen we need them to be.

By Farrah Kellingebeck

Technology has become an integral part of classroom K-12 education. Administration is looking for different ways educators integrate technology into lessons and classroom management. There are so many different ways to integrate technology, it’s is really picking a method that you are comfort using and making sure the method is beneficial to the students learning. Technology integration is the use of technology resources — computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school (Edutopia.org, 2007).

Why integrate technology into classrooms?

Technology is so prevalent in the daily lives of people today, that it would be a disservice to students in the classroom not to incorporate technology into lessons to make the lessons more engaging. Once students are outside of the classroom, they are engaged in some form of technology, therefore they should be engaged in technology in the classroom as well.  Most homes have connected computers or Internet-enabled devices. As prices of technology drop, computers and digital devices may replace television as we know it. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students’ learning processes and outcomes. Another reason for technology integration is the necessity of today’s students to have 21st century skills.

These 21st century skills include (as noted in Edutopia.org, 2007):

• personal and social responsibility
• planning, critical thinking, reasoning, and creativity
• strong communication skills, both for interpersonal and presentation needs
• cross-cultural understanding
• visualizing and decision making
• knowing how and when to use technology and choosing the most appropriate tool for the task

How to integrate technology in the classroom?

Most classes in America, now, have computers in the classrooms. Some may have more then others and some may have none. Some have different forms of computer devices that offer internet access. With this technology readily available in classroom and technology assisting our daily lives, one would think every teacher across America is using this technology in the classroom. Well, this is not happening. Most teachers are having a difficult time incorporating technology into lessons. As I stated earlier, technology integration is when technology resources such as computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. are used in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is a routine and transparent, accessible and readily available for the task at hand and supports the curricular goals and helps the students to effectively reach their goals (Edutopia.org, 2007).

Successful Integration

When technology integration is at its best, a child or a teacher doesn’t stop to think that he or she is using a technology tool, it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process. For example, I teach 4^th grade Math, we are constantly being told to start each lesson with a struggle problem. Give the students a math problem to solve that they will struggle with before teaching the lesson on solving that problem. I decided to teach them how to use the internet to help them figure out their problem in a group. I typically only have about 6 computers, so there is one computer per group. The students use YouTube and based on the learning objective and the type of problem on display on the board, the group have to collectively decide on what to type in the search bar to pull up tutorial videos on solving the problem they are struggling to solve. As the year progressed, the students were able to complete this task within the 15-minute window I initially allotted. It became routine for the students to walk into class on Mondays, pull a laptop and refer to the board for the struggle problem. This was a great tool for the students because when they were stuck at home on math problems, they knew how to find help/assistance through the internet on any device that had access. It also front-loaded the students with information on the lesson they are about to learn. This is one way I decided to incorporate technology into my lessons to help support the curricular goals.  

Reference

Edutopida.com. (November 2005) What Is Successful Technology Integration? Retrieved from

https://i.pinimg.com/originals/06/45/9c/06459cc65bf5558bb101e0a80c295f77.jpg

Edutopida.com. (November 2005). Why Do We Need Technology Integration? Retrieved from

https://www.edutopia.org/technology-integration-guide-importance

Too often I’ve noticed reluctance and pushback by teachers from using technology whether student based or not in their classrooms because of fear of the unknown. I tend to call them dinosaurs if its a generational issue, or just plain stubborn if its a newer teacher. What I wish to do is give advice and help either of these kinds of people use some of the many many technological tools for education at their disposal by overcoming their hesitations.

First, computer applications were not made to make ordinary people look dumb, they are put together to make things either quicker or easier. This goes with education as well. For example what are the basic things all teachers are responsible for? Students learning curriculum, submitting grades, and obtaining professional development. There exists multitudes of technology and programs that make those things easier and less time consuming. You can use Pearson software and applications to teach remediate lower learners and challenge stronger learners, there is interactive programs with any many sites, these things allow students different and effective ways to learn, which improves proficiency and makes the teachers life easier, because traditional stand and deliver method is tiring and archaic. For grading, there exists programs that different districts use to make inputting grades and tracking students progress much simpler and less time consuming than a booklet and pencil. For professional development, not every teacher wants to sit through hours and hours of training, when they can use interactive programs to gain the material much quicker, basically just like a collegiate student does with online classes.

So, that’s it teachers, this isn’t just the future of education is the NOW. Get with it or you will fall behind fast.

By Monika Santini

It is difficult to speak with a child about Minecraft and the conversation not codeswitch over to the world of imagination and creation. Minecraft, a game that was released in 2009 under the pseudonym “Cave Game,” (A History of Minecraft, n.d.) has taken the gaming, programing, and coding worlds by storm. In the online-based game, the block-shaped players create their own worlds building cities, towns, homes, by mining and collecting materials. The game has co-op features that can be played on most popular devices and gaming systems, allowing for an infinite number of possibilities. 

Like many pop culture takeover trends, they quickly infiltrate the classroom and become a topic of interest among students. Because Minecraft is a game by nature, it can be overlooked as an educational tool, regardless of its growing popularity among the masses. As the technology era continues to unfold at a rapid pace, educators should be in search of ways to integrate technology with student interests and content knowledge. Minecraft is a useful tool that educators can use to integrate technology and enhance the learning experience for their students. The company has even created “Minecraft: Education Edition,” a version geared toward classroom use. Here are some benefits to how Minecraft can be utilized for education:

A Playhouse for STEM

Technology’s influence over our everyday lives is causing education to take a 21^stCentury turn. Science, technology, engineering, and mathematics (STEM) encompasses the 21^stcentury skills students need to be successful in the coming years. The jobs under these umbrellas are what will drive the innovation that will build our future. According to Stemjobs.com, incorporating STEM can help “develop those soft skills that so many careers need, and so many students lack – skills like communication, problem solving, critical thinking, creativity, and data analysis” (Stem Benefits, 2018).

Minecraft provides a platform for these skills to be practiced and applied. Their website boasts about the opportunity it gives to support communication, problem-solving, and digital citizenship. The benefit of incorporating Minecraft within the classroom is that students are doing so in a controlled environment. Teachers are able to monitor their work and support their learning throughout the process. Team work and collaboration develops in a new, digital sense. While conversation continues in the “real world,” students also learn how to properly communicate in their created digital space.

Beyond the soft skills, the game’s focus of building and creating is what most educators look at. All of the STEM jobs come to life within the game. From coding and programming (technology), designing and building (engineering), chemistry experiments (science), and geometry (mathematics), students are exposed to experiences that target the core of these domains. It is rare to find a program that supports the development of soft skills and hard skills that students can utilize digitally, beyond the computer and into the classroom, and in their future.

Available Lesson Plans and Support

When viewing new education programs, administrators and educators often look for what support is provided through the platform. Available on their website for anyone to view are lesson plans that Minecraft, or other educators, create. Their database can be filtered by age range or subject areas and can also be search by using keywords. Each lesson, while written differently based on the author, has a set framework: Learning Objects, Guiding Ideas, Student Actives, and Performance Expectations. This ensure that all crucial aspects to the lesson are translated to whomever teaches it. The lessons also state what skills are addressed, provides the ability to print or share it with others, and attaches any supporting files that might be necessary when teaching the lesson.

Lesson plans are used for the implementation of Minecraft within the classroom, however the website also established a forum, blog, and other ways to stay connected with teachers on the global scale. Here teachers share about projects their students have completed, how Minecraft is impacting their practice, and upcoming events that are taking place all over the world. The website contains a tab called “Support” which directs viewers to the knowledge base to help troubleshoot or work through any issues that are occurring (Minecraft: Education Edition, n.d.).

Minecraft can sometimes be challenging, however it supports students’ growth mindset to fail, learn, and redo all in one space. This mindset is crucial to students’ success in the future. It sparks a passion for their school work that engages their love for learning beyond the classroom. Teachers are unsure of what jobs will be available and if their students will be well prepared their future endeavors. However, if teachers are supporting their students’ ability to persevere, problem-solve, and feel empowered, all while authentically engaging them in work that is of their interest, then the educators are making an immense impact that prepares students for the unknown.

References

A History of Minecraft. (n.d.). Retrieved from https://apexminecrafthosting.com/the-complete-guide-to-minecraft/history/

Minecraft: Education Edition. (n.d.). Retrieved from https://education.minecraft.net/

STEM Benefits. (2018). Retrieved from https://www.stemjobs.com/top-15-benefits-of-a-stem-education/

In this article, blended learning has the potential to enhance the student experience, both

In this article,blended learning has the potential to enhance the student experience, both such as engagement and flexibility, it can be difficult to have this effectively done. Although to achieve these goals for an introductory Pathology course,for example, offered to more than 250 undergraduate students at UNSW Sydney Australia,the approach is different. Blended learning models can be dedicated to information transfer from a content expert to a novice student or new. The extent to which students engage with the content is high,although small group teaching provides opportunities for direct interaction between the learner and the teacher, potentially enabling the student to obtain immediate feedback and clarification. However, large-group sessions such as lectures are often relatively impersonal and students may find this approach who may not find ideal for their learning. Advantages of fully online courses are that they can be student more flexible and may promote self-directed learning. 

At the same time, blended learning has the potential to achieve the best of both face-to-face and online learning.Blended learning maintains student-teacher interaction and peer learning, but can be more flexible by providing some assignments online and reducing the number of hours that students are required to be in class.Although it can be face to face and some blended on line assignments or teaching any content where students can have a chance to select and feel more comfortable.Style and complexity can be helpful to students where it can be a great tool in this century. Researchers are continuously checking what is the best model that can help students to achieve their education.

Works cited:

A Model for the use of blended learning in large group teaching sessions.

Accommodations & modifications.  (2010).  From LD Online.  Retrieved from http://www.ldonline.org/indepth/accommodationsAdaptations and modifications for students.2011 Austin, V.L.  (2000). Teachers’ Beliefs About Co-Teaching.  In Remedial and Special Education (Vol. 22, No. 4).  Retrieved from http://faculty.mville.edu/austinv/Teachers%27%20Beliefs%20about%20Co-teaching.pdf

Cristan Herbert, Gary M. and Rakesh K. Kumar

Based on Chamberlain’s experience,technology integration is highly important task in which the principal is involved and excited about technology, modeling technology use the key if administrators and staff use this vital technology integration.

In this article, John Simeone, Webmaster at Beach Street Middle School in West Islip, New York,stated staff members are more apt to use technology if administrators feel strongly about technology use for reasons that are based in fact.

Marcia Reed stated “Administrators need to model, model, model,” media center coordinator at St. Pius X School in Toledo, Ohio. Administrators can use technology with a high block software so students won’t have access to wrong websites in class. For instance, access to wrong websites as video games, bullies and not related to integration of technology in education.

Based on this information gathered in the education world.com, classrooms in national systems of education does not always correlate to success in test scores or rankings. It might be four negative aspects to positive benefits of ICT integration in classrooms include: educator attitudes and beliefs, school resources, teacher ICT knowledge and skills and institutional factors.
Educator Attitudes and Beliefs. In US teachers approximately 25% from a representative sample choose not to integrate any technology into their classroom, suggesting that many educators may not believe that ICT integration is essential to help student achievement (Gates Foundation, 2015). This determination is not without warrant: a recent report (2015) asserted that school technology has raised too many false hopes as national investment in school computers and classroom technology does not correlated to performance on student’s assessments. Although computers can benefit with a safe block software to make it sure that students can use technology for class and not to get into games.There are pro and cons on using technology but it is vital for projects, work, assignments,etc.

I do agree that integration of technology is important for assessments for student’s testing, also to use IPads, laptop, smartphone,etc but it is also risky while teacher is in the classroom and there isn’t a software that is able to block video games, social media while teachers are in a lecture time or student’s focus is not there at all. It can be distracting.

Work cited:

www.theeducationpartners.com

The promise of technology of integration in schools.(The education partners 2017).

U.S. Department of Education, Strategic Plan for Fiscal Years 2014 – 2018, (2013) http://www2.ed.gov/about/reports/strat/plan2014-18/strategic-plan.pdf.
3 American Association of School Administrators, Consortium for School Networking, and National School Boards Association. Leading the digital leap. Retrieved from http://leaddigitalleap.org.

Panther Press: Ms. Weatherspoon, July 2019

MODEL RESPONSIBILITY – Albeit cliché, teachers should be reminded that they must practice what they preach. The youngsters watch their teachers’ every move.  We can repeat the expectations from morning until dismissal but if there is little or no modeling of responsible technology use, students will not be able to benefit from technology integration throughout each day. One blogger for K12 Staff Development suggests that we model the same expectations we teach our students (Blogger, 2019).  If we tell them to keep their phones on silent, for example, then our phones should also be on silent.  Modeling is a normal process for the teaching and learning process.  This fact leaves us to question why modeling is overlooked when it comes to behaviors.  Yes, we are conscious of modeling when it relates to learning – content, but behaviors that facilitate learning content gets lost in translation too often.  The millennial students are often tech savvy and can use personal devices and home software with great ease.  However, school and district software or technology devices available at school can be quite different.  Teachers would do a great service to the students to model responsible use of technology by being prepared to answer questions and guide them safely to destination – independent inquiry. 

OUTLINE RESPONSIBILITY – We are existing in the digital age and it seems to go without saying that students have ideas about responsible use and the expectations that teachers and schools have for them when using technology.  Assumptions can be dangerous, particularly in education.  Teachers access prior knowledge before starting lessons so that they can move forward appropriately and not waste valuable instructional time covering material students already know. Similarly, when integrating technology responsibly, teachers must begin with guidelines for expectations.  Blended Learning models and other models of technology integration work better when there is a definitive contract outlining expectations from the beginning.  Students and parents should review a document drafted for the program(s) their students will be participating in.  An outline of the expectations would work in conjunction with any district codes of conduct; schools can address site specific expectations.  Baltimore Schools created an exemplary format for this purpose. This document can be viewed via the Maryland District’s website (https://www.montgomeryschoolsmd.org/uploadedFiles/schools/travilahes/mediacenter/Responsible%20Use%20of%20Technology%20-%20Student%20Expectations.pdf.  It covers both the responsible behaviors expected as well as the consequences for failure to utilize responsible behaviors when using technology at school.  This step increases opportunities for developing students who are responsible with technology integration and put all stakeholders on the same page.  It is a fair and proactive move for school leaders. 

INFUSE RESPONSIBILITY- There are innumerous educational benefits for students when teachers and school leaders promote technology integration, as explained by the author of “Technology Integration: New 21^st Century Learner” (Blair, 2012).  Students expand their audience from only the teacher to a host of viewers that can include their peers locally and from all over the world.  Sharing and receiving feedback from multiple audiences is a reflective sharpening tool that is remiss in isolation of teacher student only teaching and learning.  Students enjoy safe, responsible ways to communicate and collaborate with other learners.  Also, students develop skills such independent edit and revise of work to submit the best possible final product.  Through technology infused activities such as creating videos for a class or school Flipgrid, students work on speaking and listening skills as well as revise and editing skills. These are skills that were traditionally taught by rewriting essays.  The more students engage responsibly with technology, the more confident they become in their own abilities.  Creation activities by their own design makes them active learners who can harness skills and knowledge to use as they further their education and become contributing citizens.  Technology integration intensifies the development of the four C’s, according to Principal Blair of the National Association of Elementary School Principals (Blair, 2012).  Critical thinking, creativity, communication and collaboration skills are fostered through digital learning. 

          One school leader, Lieutenant Colonel David Britten, successfully launched a movement in the state of Michigan to bring awareness to shortcomings in state and federal policies that left less fortunate students at the bottom of funding priority lists (Sheninger, 2019).  He demonstrated how one could use technology responsibly for professional development, transparency and for a greater cause.  Technology became the core teaching and learning platform at the high school Lt. Britten was principal, taking them from one of the lowest performing schools in the state to one of the top 3 schools in the state!  That is Responsible Technology Integration.

References

Blair, N. (2012, January/February). NAESP. Retrieved from National Association of Elementary School Principals: https://www.naesp.org/principal-januaryfebruary-2012-technology/technology-integration-new-21st-century-learner

Blogger, P. (2019). PLB. Retrieved from Professional Learning Board: https://k12teacherstaffdevelopment.com/tlb/how-do-we-teach-responsible-use-of-technology/

Officer, C. T. (2018). Montgomery County Public Schools. Retrieved from Montgomery School Maryland: https://www.montgomeryschoolsmd.org/uploadedFiles/schools/travilahes/mediacenter/Responsible%20Use%20of%20Technology%20-%20Student%20Expectations.pdf

Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times. Corwin Press.

Google classroom is innovative, help students and teachers. Teachers are able to share and do differentiated instruction via assignments. Google is very well know in schools and students enjoy to it because it is paperless. As long as the computer work and internet, students are able to share their assignments via internet, power point and even teachers can check the work that students do on line. Students enjoy technology and swipe their smartphones, tablets, laptop,etc. accessing on line all the time. Teachers can create folders, assignments, including video projects, quizzes, etc. including collaborative groups.

Www.google.com

www.k-12trenton.ed.com

Social Media is influencing our lives. Instead, this article proposes to focus on the numerous ways in which social media is changing. although social media can be good but it can also create a problem about teachers reputation considering that everyhthing is on line in nowadays. Students and teachers have access to any positive effects towards student’s education achievement.
Empowering Effects
Starting from elementary school up until college graduation, social media has the role to empower parents, students and teachers to use new ways of sharing information and build communication. Statistics show that students that have internet access are using social media. For instance, students access to Snapchat, Instagram or any other comments which it can be positive and negative. Now, students can also give information through social media which it can impact highly to the school or towards the education they receive. ( negative side).
But an increasing trend of adopting social media in school is starting to show. And since students already devote a lot of time for social media and connecting with others outside school hours, why not do it during school as well?
It’s a matter of practicability, really, because it makes perfect sense to use the online universe to communicate with your students since they’re already there most of the time. Students browse their news feed, sharing photos on Instagram of sending Snapchat messages has become a part of their daily routine.
Can teachers use social media? Is it helping in education?
Blackboard is one example of learning which leads to the actual implementation of social media within classrooms. It can be also positive impact considering that students use the practicality on using their smartphones all the time, when there is any updated information for students, administrators,and teachers then any news related to the district can be on Instagram,Facebook,Snapchat,etc.
www.teachers.org
www.csis.georgetown.edu

Professional development can be beneficial to students, based on teachers.org. New strategies are integrated, any professional development is beneficial to students considering that new techniques, utilizing new strategies in the classroom such as professional development. When teachers learn from professional development then students benefit from it.For instance, when teachers learn digitally such as the use of tablets, computers, laptops,etc then students can access classes on line or do projects in the classroom. Teachers have to be updated with technology in order for students to achieve their learning. Teachers can do differentiated instruction, reach out students who need technology. At the present time, students can also work on tablets or lap tops to do research on line, power point and any other project in class. Teachers can also apply classroom management techniques.(Cox Janelle)

www.teachers.org
www.teachhub.com

Integration of technology in the education sector is a current introduction that cannot be overlooked as a way to make sure that students align themselves with the available technological advances. Technology has found applications in all sectors of life and thus introducing students to the various technological concepts is a promising deal. Success in introducing the students to these advances requires that teachers have professional training in computer-related technology (Lai & Hong, 2015). A significant number of teachers have basic skills in matters to do with technological resources, and thus, the process of passing the required knowledge to students is always compromised. The goals of integrating technology in the education sector and achieving the desired learning outcomes are a factor of how well the teachers are informed about technology.

The administrators need to take a lead in making sure that teachers get the necessary technical training for them to integrate technology in the curriculum successfully. Such consideration will make it possible for teachers to have a better understanding of the key areas they should consider during the integration process. Equipping the teachers with necessary technological skills is an excellent way to make sure that they adjust their teaching strategies to make sure that the students get sufficient exposure to the available technological resources. Trained teachers can guide students on the best ways they can use technological resources such as computer and internet to make progress in their academic lives (Lai & Hong, 2015). Successful integration of technology in the education sector requires that teachers have a good understanding of software and applications that improves the learning outcomes while at the same time protecting students from adverse effects of technology.

Teachers should engage the stakeholders in education and parents to reveal the low returns from the huge investments in computers and other technological resources in schools. It does not work well when a lot of money ends up being used to buy computers in school just for the students to use them to play games. In such cases, the technological resources are not put into good use and students continue to perform poorly in computer classes. Such a thing indicates that there is a gap in the integration process that should be addressed to make sure that students acquire the necessary technological exposure. The government always sets aside budgets to equip schools with computers while very little is done to make sure that the teachers have the required technological know-how. Teachers will always be reluctant to use the technological resources in their school simply because most of them might lack prior experience of using them.

It is important to understand that the traditional education system has since been taken over by digital learning and it is thus important to embrace technological advances which are being used in the education sector. Most of the learning materials are now available online replacing the need to visit a library to access the various learning materials physically. Introducing students to technological learning resources is an excellent way to make sure that they have access to modern learning materials. It also allows the students to find it easy interacting with people from different parts of the world, which helps to expand their scope of learning and socialization (Casey, Goodyear & Armour, 2016). Digital learning prepares the students to fit well in the job market that is highly competitive and requires a person to excellent skills in using computer-related technology for them to compete successfully.

It is also important that teachers and parents take a lead in making sure that students are protected from the negative effects of technology. Cybercrime is an example of dangers that students are exposed to and are known to have long-lasting effects in their lives (Taylor et al. 2019). Parents should sensitive to identify certain behaviors in their children, which might be indicative of trauma sustained following online torture or threats. Teachers and parents should also have control over the materials and content accessed by student, especially when they get online.

References

Casey, A., Goodyear, V. A., & Armour, K. M. (Eds.). (2016). Digital technologies and learning in physical education: Pedagogical cases. Taylor & Francis.
Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist?. British Journal of Educational Technology, 46(4), 725-738.
Taylor, R. W., Fritsch, E. J., Liederbach, J., Saylor, M. R., & Tafoya, W. L. (2019). Cyber Crime and Cyber Terrorism.