I have taken 5 classes through Wilkes University to finish my Master +30 for my school district. Four of the five classes were technology-based. The final project for my final class - EDIM 516 - asked me to choose a controversial topic in education on which to conduct an investigation. One of the hot button topics, in my opinion, is standardized testing. Is it right? Fair? Current? With so much about technology on the brain, and really, in many conversations I have having through Wilkes, in my district, and even outside of work, I decided to explore standardized tests in conjunction with technology. How does technology affect test administration, learning, etc? I thought the research would be abundant...I was wrong.
I found it is incredibly difficult to compare schools with technology initiatives with schools without them. The research just isn't there! The reason being that the two schools would have to have similar demographics, tests scores, etc. The research I was able to find was extremely interesting. Here are the results:
Not included in the video above is much of my perspective. I think there is a need for technology in the classroom and there is a need for standardized testing. As you can tell from the research, tests are just not up to par with learning in classrooms with technology initiatives. It is important to test math, English, and writing, but I think the leap has to be made to test SKILLS, not just knowledge. What can students do, analyze, predict, create, and develop? This is what should be measured and compared, because realistically, this is what colleges, employers, and everyday citizens want to see. Perhaps one day, testing can catch up with technology. It just isn't today.
“Are we playing a game today?” I will be asked this question
5-10 times in any given week. In high school math, there is little to look
forward to (from a student’s perspective) than a game day (or maybe having a
substitute!). There are 2 kinds of games you will find in my classroom: math
games that challenge skills of the subject area, and logic games that build the
logistical area of the brain. Both will improve math skills, but the logic
games always seem to be more challenging and engaging.
Let’s start with the more interesting game: Set. Set is
offered as a board game and online. You can subscribe to the site for a fee, or
there is a free daily puzzle. While this is not a programmable game, it uses
patterns and logic – both essential to problem solving in mathematics. A set is
3 objects that are either ALL different or ALL the same within 4 categories:
shape, color, number, and fill. You must find 6 sets to finish the timed puzzle. Clicking on the site will clarify this more,
but a set would be something like this:
The shape is all
the same (diamond), the colors are all different, the fills are
all different, and the numbers are all different. It takes awhile to get the hang of it, but students love it after a few tries, and the timer allows for us to have competition between
classes. Every month or so, the best time wins and we start again. This creates unity in the class as well. Using the
logical, problem-solving area of the brain is good practice for anyone,
especially adolescents. In fact, my husband was asked to do this game on the
spot in an interview for his current company. He had to complete the puzzle in
a certain amount of time. Luckily, he got the job!
My second recommendation is far less fancy, but extremely
practical. Although it seems like games created on PowerPoint are ‘old-school’,
they also provide the ability to customize them to any grade-level, subject area,
and difficulty level. I have a template for Who Wants To Be A Millionaire, and
we play it in class for review.
I can post the game on my teacher site, and
kids can reply/review at home because most of them have access to PowerPoint. I
have also had students make up questions and I use them in the game template for
the whole class. They are more engaged because they have ownership over the
game. Here is a site that offers 9 templates for famous games. Check out the
names in Hollywood Square – they are corny, but funny!
I am interested in suggestions for more advanced games, that
is, games that are more high tech and engaging. Any suggestions?
Lastly, I strongly suggest you take a look at this article. The 'myth' section is particularly interesting. I would love to find the ideal balance of classroom 'gaming' that is both technologically advanced and incorporates movement. Having students move around the room during learning seems to be a more popular notion in recent educational discussions in my experience. Have you heard much about this motion notion?
I hope I am not the only one old enough to remember the "Gotta Make the Donuts" video from the 80's. Replace the old man with a teacher, and the word 'donuts' with 'videos' and I've described my initial take on how a teacher must feel the first time implementing a flipped classroom. The task of creating the videos may seem overwhelming and feel like a constant undertaking. Therefore, when checking out the flipped class hashtag (and honestly getting sucked in to all the links for more time than I planned...not a bad thing!), I wanted to gain real perspective and useful tips/guidelines from experts and teachers who have worked through the process.
One of the best advice-giving articles outlined 4 important tips. The first tip - "Start with Lesson Goals, then Build Out" - is paramount because I believe most 'newbies' to this format would run right to their computers and begin creating videos. By carefully pre-planning with certain goals in mind, the videos have more focus and purpose. If you haven't clicked on the link to the article yet, do it now and read the 5 fundamental questions under this heading. Genius.
The same article goes on to address imagery, language, and relevance, but it is the final tip about reaching out to parents that sets this advice column apart. The author points out how strange this format will feel to parents and the fact that parents are our partners in educating students in this way. Amen to that! How cool would it be to see parents at Back to School Night and send them home with a link to a video that has a deep, meaningful discussion of your rationale and the need for their support? After reading this and thinking about it at length, I think a teacher who flipped their classroom and did not address parents in some way would be selling themselves short and, ultimately, hindering the level of potential success.
Several other links caught my eye. This Q&A with a high school math teacher taught me that a flipped classroom could dramatically decrease anxiety in class. I didn't hear this perspective from many others and I can understand her point. Furthermore, I enjoyed the tweets that offered technology tips and tutorials, such as advice on Google Docs and how to have a flipped classroom with no student internet required:
My perspective of the flipped classroom is that is takes a great deal of work the first time around, but the payoff for subsequent lessons is enormous. I would have to do some more research to be completely sold on the concept, enough to implement it myself. I leave you with my 6 Word Story about the flipped classroom, and the following question: Could the flipped classroom really become the new norm?
Retrieved from http://blogs.pennmanor.net/1to1/2013/08/06/about-the-pmhs-11-laptop-project/ on July 15, 2014
The following
proposal is for my high school mathematics classroom. I feel the needs of a
math classroom will differ greatly from a photography class or a foreign
language classroom. Because of the many differences of academic goals when it
comes to a 1:1 model, I have chosen not to propose a single technology for the
entire school.
After
researching the various available technologies, and listening the insights
provided in this interview, I evaluated my teaching and learning goals before coming
to a decision. The thing I value most is the ability to use the various
mathematics software provided by my district (The Geometer’s Sketchpad, etc.).
Although there are comparable apps for tablets or a Chromebook, their
capabilities are far too limited to deem them equivalent. Therefore, I
concluded that a laptop for each student is the best course. My goal was to
find one that had ample storage, RAM, battery life, and other features
described below.
Central Bucks
East High School 1:1 Laptop Implementation for Mathematics
Introduction: Although the
Central Bucks School District supports and encourages its BYOD program, there
is a need for a 1:1 Initiative which provides students with the necessary
mathematics software that will enhance learning and support discovery and
critical thinking in the core subject area. BYOD is a useful tool for
internet-based activities, but lacks the consistency of software applications
and other capabilities that are unavailable on tablet and mobile phone devices.
Device and Rationale: I propose
purchasing the Acer Aspire V5-571-6891, which retails
for $449.99. The most appealing features are the ample screen size (15.6
inches), 500 GB storage, 6 GB RAM, and right-hand side number keyboard for math
applications. Furthermore, the DVD burner will allow students to create and
save large multimedia presentations. The Windows 8 operating system will
support the necessary software, and is a OS that is currently supported by the
district. Students are still encouraged to BYOD and can use their devices for
video creation and other processes, but the collaboration and editing of
projects will be conducted on and supported by the new laptops. A full review
of the laptop can be found here.
Implementation and Professional
Development: As in years past, teachers will have the opportunity to conduct ongoing
training on the mathematics software provided by the district, as well as
curriculum-based planning sessions to align the technology with curriculum
goals. It is important to understand that technology alone will have no impact
on students and teachers, but rather, the proper integration of technology to
support learning goals. A fantastic support article on this philosophy can be
found here.
The teacher will
use the district IT services to aid in software installation and
troubleshooting using the HelpDesk services via the school Intranet. If this
proposal is accepted, I recommend a repair schedule similar to the one found here be drafted by the IT department to outline the process and possible charges
for maintenance to the machines. The teacher will be responsible for
maintaining a laptop cart as a charging station.
Anticipated Outcomes and Possible
Problems: The use of the Internet and software such as the Geometer’s Sketchpad
will enable students to interact with visual representations of mathematical
concepts, manipulate data and hypothesize the effects of changing variables,
and create multimedia presentations to enhance learning. Technology will
provide hands-on learning that enhances the classroom experience of visual,
logical, auditory, and kinesthetic learners. Students will be able to use their
experience with technology when they leave the classroom and enter the working
world or the college campus. Most importantly, the curriculum can be supported
by creating and manipulating models of mathematical concepts that can not be created
on paper or via the calculator.
Potential
problems are to be expected. I chose a PC platform because it is currently
supported by the district. Reliable, consistent WiFi access is imperative for
the laptops initiative to succeed. Hardware and software support will be in
higher demand, and may not be a financial possibility. In the beginning, I also
anticipate a learning curve by the teacher (mainly in lesson planning and execution)
and some students who are unfamiliar with certain software..
Retrieved from http://www.ipcop.org/2.0.0/en/admin/html/services-urlfilter.html on July 7, 2014
Most teachers have seen the image above, or at least something like it. Ever wonder who decides which websites get the stamp of approval and which don't? More importantly, ever wonder how they decide it?
I would answer 'yes' to both questions above. The only
document I could locate that has anything to do with Internet filtering or
acceptable use in my district is a policy for personal electronic communication devices. My
school has a BYOB (Bring Your Own Device) initiative, and this policy is a very
wordy document describing appropriate use. See it in its entirety HERE. In a nutshell, the policy indicates that
devices are used at the teacher’s discretion. Students and teachers must use
their district log-in and may not hard-wire their device (WiFi access only).
Other highlights that seem important or interesting include forbiddance of
creating an audio or video segment without teacher permission and to expect no
level of privacy when logged into the district’s wireless network.
On a personal
level, I would like to comment on some of the major points discussed in the
YouTube interview with Mike, Joe, Dean, and Bud in which filtering and other issues are presented. In all fairness, my
math classes lend themselves to students using the Internet probably a dozen
times a semester. About 90% of the assignments use specific websites, so
students are not conducting random searches. I feel that classes like English,
Social Studies, and other disciplines in which students are conducting independent
research would have more insightful perspectives on some of the points below.
Requests for Blocking/Unblocking: I am unaware of
any formal procedures to make blocking/unblocking requests. I am jealous
of the option describes by Bud Hunt that allows teachers to do this so
easily. With that said, I have never come across a site I wish to be
blocked or unblocked other than YouTube. Teachers have access under their
log-in, but students do not. It would be nice to post something and have students access it.
Teaching Internet Responsibility: If this is a
strong initiative in my district, I am unaware of it. I completely buy in
to the idea of teaching and reinforcing Internet responsibility. As stated
in the video, most high school students access the Internet through their
phone’s data and not through the district, so the filters are not the
issue. I would like to see a greater push of this idea district-wide.
Community-based Decisions: This is another point
that I strongly endorse, but I have not given thought to prior to watching
this interview. I am under the impression that IT and the School Board
have complete control over policies of this nature. A community-based
system (teachers, parents, administration, IT, students, etc.) would
provide a far superior viewpoint in my opinion. Something to think about.
Ok, let’s get
down to policy! If I were responsible for creating a one-page document describing
filtering/acceptable use, this is what I would include. What do you think?
Mission
Satisfy
the requirements of the Children's
Internet Protection Act (CIPA) in an effort to ensure safe
and secure technology use by students, teachers, and community members.
Enable use
of websites containing appropriate images, video, and text to enhance
teaching and learning.
Promote
responsible use of the Internet and create an integrity-based code of
conduct for online learning and use of computers, tablets, and other handheld
devices.
Access and Restrictions
Faculty,
staff, administrators, students, and other community members may be given
access to the district’s computer network resources
Access
may be on district-owned hardware or a user’s personal device (Wifi only)
Access
includes an account and password witch must not be shared, assigned, or
transferred to another individual
Password
security will require users to change their password periodically
throughout the semester and will give fifteen (15) days notice
Users
must contact the district IT department immediately if they feel their
account has been breached in any way
Restrict
access to web sites that contain any of the following:
Vulgar,
obscene or clearly offensive materials
Promotion
of excessive violence, hate, or racism
Encouragement
of illegal activity
Pornography
or other sexual material, including text, images, and videos
Restrict
access to web sites that materially infringes upon the rights of other
students, teachers, or community members
Restrict
access to web sites that could impair or compromise the security or
performance of the District's information systems.
Access
to websites that may be otherwise restricted may be requested through the
IT website on the school district’s Intranet page
The
request must contain an appropriate reason for access
Access will be granted district-wide
Access will be granted by a community-based board and
reasoning behind the decision will be communicated to the requestor
within 72 hours
Before
creating my own policy, I took into account the existing BYOD policy described
by my district, the major ideas discussed in the interview, and ideas from
several policies I found online from other districts. If I were to compare two
policies I would chose this one from The School District of Palm Beach County
and this one from Elk Grove Unified School District. I like that neither of these policies is overly wordy
or confusing. I feel that the Elk Grove policy is poorly done because it is way too brief and nonspecific. I feel that they have used a vendor product and don’t
individualize their choices at all. While their message is very ‘politically
correct,’ indicating the need for safety and up-to-date technology, it seems
there is no community input or variance based on what is best for teaching and
learning.
The Palm Beach policy is also to the point, but I feel it is user friendly and easy to
understand. Palm Beach, it seems, is also depending on a vendor to filter its
content The bullet points on the first tab clearly define its mission and are realistic.
I like that the blocked categories are defined because I could not tell you
what is blocked or not in my own district. Again, I would like to see something
that permits teachers, students or parents to request to block or unblock a
specific site. Can you tell I am sold on the Community-based decision making
procedure?
As I leave
this post and look forward to reading other people’s current policies and new ideas, the thought that still lingers in my mind is HOW do we teach students
proper Internet etiquette when they are not constrained by filters at home or
on their own devises? Is this not a community effort as well?
Facebook, Pinterest, bookmarks on Chrome, flagged emails
from colleagues, and even random Word documents with cut-and-pasted links.
These are just a few of the places I could have that cool math applet I use in
my functions unit or the great idea for discovery learning in Geometry that I
intend to integrate next semester. Usually, I am able to remember where things
are, but it is radically inefficient and, frankly, embarrassing. With grad
classes, school life, home life, and everything else on the list, I am thrilled
that this week’s focus is on curation. Let the organization, prioritizing,
efficiency, and collaboration begin!
After viewing this RSS YouTube video, I was happy to
sign up for the recommended Reader through Google. Since my email and this blog are hosted by
the site, I liked the idea of having everything in one place. However, this was
what I saw when I went to sign up:
Luckily, Google had some suggestions. Although there were
many, Feedly was at the top of the list. With the most ‘likes’ and the reality
of having just started an account for this class, I was able to have everything
in one place as originally desired. I didn't want to spend a ton of time
exploring all of the Reader options. Rather, I felt my time was better spent exploring
the countless options of educational blogs and sites that would be added to my
Reader.
When asked what influences the sources I chose, I kept the
idea of the Single Story in mind. Typically, I find that a lot of the really cool
lesson ideas and online resources I come across through colleagues, grad
courses, and other places are tailored towards English, Social Studies,
Languages, and also to a younger audience. It is challenging to find math
resources that can be realistically used on the high school level. The best
blog (so far!) is this one by a high school math teacher. The categories are perfectly organized, offering ideas, comments from others, and even resources to
purchase. And it’s all High School math!
While mathematics is my priority, I don’t want a ‘Single Story’
when it comes to ideas. Inspired by the guidelines of this post, I aimed to have
math specific resources, as well as general education sources from which I
could take an idea or approach and make it my own. Additionally, I did not want
to subscribe to 50 blogs and be overwhelmed with the information. I chose about
8 blogs that have a variety of approaches, authors, and topics available. I
chose this handful based on past experience and topics that would benefit my
subject area and interests the most. Among my choices were the recommended
Larry Ferlazzo and Richard Byrne blogs. I am in the process of exploring these
blogs and plan on subscribing to others recommended by these authors. In addition, I was sure to add TED talks, an Algebra-specific blog, and a very cool resource discovery blog, Edudemic.
I am using an RSS to organize my teaching resources and I
have no doubt it will enrich my lessons and the resources I share with my
students and colleagues. The best part of subscribing to great resources is
broadening my horizons from high school and math resources. In the spirit of
this idea, I leave you with a history tidbit from Free Technology for Teachers to get
you in the spirit of the Independence Day holiday this week. Enjoy!
The majority of my teaching resources come from both
resource sharing with colleagues and my own developments which usually come
from online research. The Internet is
both a blessing and a beast when it comes to online research of best practices,
projects, and other classroom materials because of the incredible number of
results at my fingertips. It is sometimes overwhelming the amount of resources
that are available to teachers, but I find that more precise searching and my
own personal experience as a student help me narrow my focus a bit.
I am very close professionally with many of the math
department members in my school. I will look to these folks for support and to
help develop new ideas. I also feel that my district does a great job of
offering technology-based workshops for professional development. They
typically offer a variety of topic choices, support, and follow up. This not
only helps me research for new ideas, but actually implement them.
The biggest challenge in implementing new ideas and research
with my students is time. The math curriculum is packed and it leaves little
time for things that may take 2-3 class periods (note: we have 90 minute block
scheduling). If time were not a major hurdle, I believe I could offer more
discovery lessons, as well as alternative assessments. Class size, technology
constraints (especially at home), and demands of standardized tests are also
major challenges in my classroom.
