Technology Professional Development

·     McCrea, B. (03/14/12). How To Bring Teachers Up to Speed with Technology. THE Journal: Transforming Education Through Technology. Retrieved from:  https://thejournal.com/Articles/2012/03/14/Getting-Teachers-Up-to-Speed-with-Technology.aspx?Page=1 

The article discusses 5 strategies to keep teachers up with current technology trends. The first strategy, “Develop a multifaceted training model for teachers”  discussed how some schools purchase devices and then they sit around collecting dust because teachers don’t know how to use them. Teachers need to be trained in multiple sessions, even giving homework within the session on how to use the specific devices. If they don’t feel comfortable with the device, they won’t use it in their classroom. The second strategy, “Make the technology the incentive” made sure that  one set of teachers were trained on the new device before they were handed their new mobi interactive whiteboards. My district did a similar move with training our entire staff on blackboard. For those that went to the early summer training, we were rewarded with our new district-issued laptops. The later you waited to attend training, the later you were issued your laptop. I think that this is very effective for those that want the new technology and are going to use the device. For the teachers that aren’t going to use it, they won’t be motivated by much any ways.  Strategy three is “Take teachers out of their comfort zones”.  Sometimes teachers need to step outside of their comfort zone and take their blinders off to see how something can be used in their room. Teachers may have tunnel vision and not see how the device can be an asset in their room, but if you remove them from their comfort zone, they could actually see the potential of the device. So after saying that, the fourth strategy is “Don't Try to Force It”.  Not all teachers are going to be quick to jump on board to every device. Some will need more time than others, so don’t force the issue if they just aren’t comfortable using the technology in their lessons. Finally along the same lines, “Let teachers decide if they want the technology or not”. The teacher is ultimately going to decide if they want to integrate the technology into their lesson or not. You are there to provide the support and training on the device. The best way to get more teachers on board with using the technology is to start groups who use the technology. They can act as support groups for other teachers to learn and share ideas with about the various devices.

 

I thought that even though this article was from 2012, there was still relevant information in the article. A lot of the points did hit home to my school, especially with the having technology sitting in the closet collecting dust. That is definitely my school. We are great for making purchases without really thinking them through to see if there is a need or want for that particular device. Then it just sits and collects dust. We are getting smarter now about our purchases and survey the staff before we make them to be sure the devices will be used. I agree that you can’t force technology on teachers. They have to want to learn it to a certain extent. I think you do need to expose them to what the devices can do for them, because they may not realize that something is out there and that it is easy to use. Staff development should be available in multiple formats for teachers so that they can review the information if they are not sure of something for the device. The trainer should record their session and make those available to be viewed at any time, along with reference guides on the different devices.

Article Review #2 EDU6215

Ruffini, M. (Nov. 8, 2013). Educause Review. Screencasting to Engage Learning,

Retrieved from: http://er.educause.edu/articles/2012/11/screencasting-to-engage-learning

Using Screencasting in your Classroom

Summary:

This article discusses the use of Screencasting in the classroom. Screencasting is when a teacher records the activity on their computer screen using a program to capture the images and also audio from the teacher as well. The teacher can then put these screencasts on their websites or other media for their students. There are many teacher benefits for screencasting such as presenting step-by-step instructions to students. The teacher can concentrate the lesson specifically on the content that they want the students to learn, whether it is viewing a video clip or highlighting parts of a lecture. The students can rewind and replay the screencast as many times as they need to for viewing and learning the concepts. Students can also view the lesson whenever is convenient for them to learn.

Reflection:

I thought the article was interesting and made me think a little differently about screencasting. I had previously used screencast-o-matic to record lessons in my classroom to put on my moodle site, but they were of me teaching not of my computer screen. I used the program to record my screen since I used my document camera as a video camera to record the teaching. I had not really thought of using the program for highlighting PowerPoint presentations for absent students or even as a review for lower Special Education students prior to testing. There are many benefits to using screencasting in the classroom. Another thing that I liked in the article was that they talked about how teachers should add in a response form, especially if flipping their classroom, for student accountability to make sure that they have viewed the screencast. I think this would be great if you were requiring students to watch certain screencasts, to have the automatic feedback sent via email. Overall I feel that I will try using screencasting in my classroom this year in the format for helping students review for the Constitution test. I feel that this would be most beneficial for the students and would be a great place to start.

Article Review #1 EDU 6215

Bauer, S.  Fuller, W. Gray, L. Levin, H. Poole, B. Wagner, J. (July. 18, 2011). Education World: The Best Tech Tools For Teachers. Retrieved from: http://www.educationworld.com/a_tech/tech/tech234.shtml

Caron, S. (Nov. 21, 2015). Education World: Smart Teaching with Interactive Whiteboards. Retrieved from:

http://www.educationworld.com/a_tech/smart_teaching_with_interactive_whiteboards.shtml

Using Tech in the Classroom

Summary:

I read two articles that both talked about the benefits of using Interactive Whiteboards in the classroom. Both articles praised the interactive whiteboards and the benefits that they added to the classrooms but stressed that teachers needed to be trained in using them. The boards do add in the presentation of a teacher’s lesson, but when used properly can engage more students by involving them in the lesson itself. Students can come up to the board to manipulate images/information. Parts of the previous day’s lesson can be recalled since work can be saved and not erased like on a traditional whiteboard. Teachers can print the work screens as notes for students that are absent. One teacher sent home the software with her students on a USB bracelet so that they could design lessons for their project assignments for the class. She said that it gave the class the ability to add their own personalities to the lessons pages.

Reflection:

I agree that there are many benefits to using Interactive Whiteboards, but the teacher does need proper training to go with the device. If the teacher does not have the training, then you have a very expensive projector. The students do enjoy using the technology in my classroom, especially because not all of the teachers use the device. There are so many different uses to the boards where it simply allows for a touchable large sized computer screen. It makes it possible for the teacher to come out from behind the desk and be able to move to the front of the room or have the students do the teaching.

I could also easily see how districts may not want to spend money on Interactive Whiteboards. They could be a passing trend that teachers may not want to invest their time in learning. Teachers may be perfectly happy with the way they present their lessons to their students, which may or may not involve the use of projected technology. With some of the devices costing over $2400 each, districts may not be willing to purchase these for their classrooms and opt for other types of technologies instead. 

Article Review #3: Classroom Response Systems

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.

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.

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.