Lander, B. & Stoeckel, S. (2012). Tips and Trends: Classroom Response Systems, Association of College and Reseach Libraries and American Library Association Tips and Trends, Winter 2012,1-4. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/tipsandtrends/2012winter.pdf
Summary/Reflection
A classroom response system (CRS) can either be defined as software or hardware used in the classroom to pose questions to students. Students can then all respond on either a device that the teacher has issued them or on their cell phone using a website. The information is then compiled into a graph for instant feedback for the instructor. The instructor can share the results with the class to then guide conversations in the class in a certain direction. Basically, this is the high-tech version of raising your hand, but more.
This article was mainly focused on using the CRS systems in a University or large lecture hall type setting. It stated that this type of system works really well for science teachers in these settings who are then able to get a pulse for where the class discussion needs to go and if there are any misconceptions that need to be addressed. Teachers are able to ask questions and have every student answer instead of just a couple that have raised their hands. Students do not need to be afraid to raise their hand in a large setting and it also brings them closer to the teacher by answering even if they are in the back of the lecture hall. Students also felt that using the systems helped to prepare them for exams in the class.
Some of the negatives to the CRS were the cost of the system if using a clicker type system. Another negative is having issues with cell phone networks if students using their own devices, or complaints about texting costs if they don't have unlimited text plans. Teachers must compile a list of meaningful questions that drive the curriculum in advance of the class. They must also be prepared ahead of time if the conversation takes them in a direction ahead of their lesson plan. The device should not be the focus of the lesson, but rather just a tool within the lesson.
Overall, I feel that the benefits outweigh the negatives on the devices. This is one of the areas of technology that I can actually provide for my class, so I am going to look into this further.
Wednesday, July 8, 2015
Tuesday, July 7, 2015
Journal Article #2- Interactive Whiteboard Research Review
Dostal, J.(2011) Reflections on The Use of Interactive Whiteboards in Instruction in International Context. The Educational Review, vol.25, number(3), 205-220. Retrieved from: http://www.educationalrev.us.edu.pl/vol/tner_3_2011.pdf
Summary/Reflection
Will the use of Interactive Whiteboards improve overall student achievement? There was a study done by Thai scientists, C.C Shen and H.M. Chuang in 2009 to suggest that overall, yes, there was an improvement with the addition with these types of devices in their sample of 340 elementary schools. Another study conducted in Great Britain by S.E. Higgins in 2010 showed positive effects. The overall results of the teacher and pupil interviews had pointed out some negative results, which the author felt were ambiguous and minimal.
The article discussed some key points about types of interactive whiteboards and their set-up requirements. There is still a need in the classroom to have a traditional whiteboard in addition to the interactive board since you can not use regular dry erase markers on most brands of interactive boards. The companies may offer wall mounted boards versus portable boards which would be adjustable. Both of these have pros and cons for different types of classrooms or even special needs students. The boards that are fixed may be difficult for some students to access the boards.
Another big topic that the article discussed is how effectively the teacher used the technology in the classroom. This is something that would have a large impact on whether or not the information from the lesson was retained for a longer period of time or not. Teachers that had the use of premade lessons, interactive textbooks and overall had a higher comfort level with the boards used them more often with their lessons. These teachers were more likely to integrate more types of features into the lessons to truly use the board for its intended use rather that merely just a projector board.
Some of the negatives that were brought up in the article were the cost associated with the boards. The was also the increase of electricity consumption, although I feel that that would actually be minimal. Creation of teacher lessons may be time-consuming at first. Lack of resources available for ready-made lessons and compatible textbooks. Overall time spent at the board by only a few students, other students are in their seats.
I feel that the negatives brought up in this article were somewhat of a stretch, and they were just looking for something negative to write. I feel with good planning and classroom management, most of these negatives are not an issue. Just when searching for this article, I found many resources for lesson sharing for interactive whiteboards. While the lesson might not be exactly what a teacher wants, it certainly can be modified and less time consuming than starting from scratch. Overall any addition of technology, when used to its fullest potential, is going to be a benefit to students.
Summary/Reflection
Will the use of Interactive Whiteboards improve overall student achievement? There was a study done by Thai scientists, C.C Shen and H.M. Chuang in 2009 to suggest that overall, yes, there was an improvement with the addition with these types of devices in their sample of 340 elementary schools. Another study conducted in Great Britain by S.E. Higgins in 2010 showed positive effects. The overall results of the teacher and pupil interviews had pointed out some negative results, which the author felt were ambiguous and minimal.
The article discussed some key points about types of interactive whiteboards and their set-up requirements. There is still a need in the classroom to have a traditional whiteboard in addition to the interactive board since you can not use regular dry erase markers on most brands of interactive boards. The companies may offer wall mounted boards versus portable boards which would be adjustable. Both of these have pros and cons for different types of classrooms or even special needs students. The boards that are fixed may be difficult for some students to access the boards.
Another big topic that the article discussed is how effectively the teacher used the technology in the classroom. This is something that would have a large impact on whether or not the information from the lesson was retained for a longer period of time or not. Teachers that had the use of premade lessons, interactive textbooks and overall had a higher comfort level with the boards used them more often with their lessons. These teachers were more likely to integrate more types of features into the lessons to truly use the board for its intended use rather that merely just a projector board.
Some of the negatives that were brought up in the article were the cost associated with the boards. The was also the increase of electricity consumption, although I feel that that would actually be minimal. Creation of teacher lessons may be time-consuming at first. Lack of resources available for ready-made lessons and compatible textbooks. Overall time spent at the board by only a few students, other students are in their seats.
I feel that the negatives brought up in this article were somewhat of a stretch, and they were just looking for something negative to write. I feel with good planning and classroom management, most of these negatives are not an issue. Just when searching for this article, I found many resources for lesson sharing for interactive whiteboards. While the lesson might not be exactly what a teacher wants, it certainly can be modified and less time consuming than starting from scratch. Overall any addition of technology, when used to its fullest potential, is going to be a benefit to students.
Monday, July 6, 2015
Journal Article Entry #1
Journal Article #1: Interactive Whiteboards
Wirth, P. (2015, 25 June). 5 Ways To Enhance Your Online Science Course Using Interactive Whiteboards, eLearning industry. Retrieved from http://elearningindustry.com/5-ways- enhance-online-science-course-using-interactive-whiteboards
Summary
In 5 Ways To Enhance Your Online Science Course Using Interactive Whiteboards, Wirth talks about the traditional ways that interactive whiteboards are typically used in the classroom. Many classrooms in a traditional setting have interactive whiteboards but have not proved their value for the cost or the student outcome. Online classes can easily use the systems for much less money, if not for free. The teachers can easily instruct students to use the system through tutorials to either enhance their existing lessons or create new lesson modules.
The traditional classroom uses the interactive whiteboard to make the learning experience more interactive. This article discusses ways to use the same technology for online science classes. The software can give a variety of experiences such as interactive activities, practice exercises, virtual field trips and real-time teacher feedback.
Wirth then went on to list and explain 5 ways to integrate interactive whiteboards into online science classes.
1. Demonstrate A Laboratory Procedure.
Teachers can use this option with uploading a video of laboratory procedures and pausing at certain talking points. The teacher can use the whiteboard itself to illustrate the important parts in the video. This would also be a great way to assess students on the steps of the procedures.
2. Go On Virtual Field Trips
Wirth listed Arizona State University as having virtual field trips for science content with interactive components with a lot of variety.
3.Capture Lessons Using The Screen Recording Option
Screen capture and voice recording can be used together to help students navigate the learning management system.
4. Include Interactive Exercises To Supplement Lectures
Teachers can embed a variety of information from The National Stem Centre such as video, quizzes, textbooks, case studies, and articles to further enhance their lesson.
5.Share and Exchange Whiteboard Lessons
One of the most popular resource sites for sharing and searching lessons is SMART exchange.
Reflection
What is the best way to use an interactive whiteboard? How would I even go about using one for online teaching? So many questions, and how do I make this all work?
I was drawn to this article for a few reasons: I am a science teacher, I use interactive whiteboards, and I am interested in online curriculum writing. I was surprised that an interactive whiteboard could be used for an online class. The experience for the students would definitely be enhanced by adding video clips of laboratory procedures or a virtual field trip. I would imagine this would also make the class more interesting too for the students. As an instructor, I find it helpful having sites listed as references where information can be found. I feel it is often difficult to locate reliable sources for content links, especially for science.
Technology does not need to have so many questions, but rather solutions for the classroom. Teachers can search out existing lessons or even use their own traditional classroom laboratory experiences to enhance online learners.
Subscribe to:
Posts (Atom)