Instructional Software

 

Educational software programs are generally designed as activity centers, where the user can choose what to do, or as goal oriented mission or adventures where the path is set and the user is working to a specific objective. Either way, learning is done through puzzles, games and activities which are developing and testing a skill or eliciting knowledge.

Educational software programs have all kinds of interactive elements that will allow students to learn or test their retention of the material presented.

Educational software programs for older students and adults can become very sophisticated in terms of constructing a complete learning path for the learner defined by their specific learning interests. Programs like these rely more on the quality of learning content delivery, interactivity, and instant performance feedback rather than game type activity.

Educational software tends to be predominantly skill focused or knowledge focused. Skill focused programs are going to be in such areas as reading, mathematics, visual arts, or  creative writing and the knowledge based programs are going to be on areas such as history, geography, or specific areas of science.

Regardless of the overall design, the intent is to engage the students to the point where they are willing to participate in learning or skill building exercises. The program’s quality of design and depth of content will determine the teacher’s and student’s desire to use the software. For educational software to work, it has to be entertaining and engagingly interactive, and the good ones are. It is important to recognize that educational software complements the teaching and learning experience and is not a substitute for teacher guidance. Below are a few educational software programs designed to enhance teaching and engage learners to participate in learning.   

 

 

Drill and Practice

Flash cards can be an excellent learning and teaching tool especially when introducing new vocabulary or drilling familiar words. I usually use them in a variety of activities and even post them around the classroom for students to reference to. Drill and Practice (Brain Pop) –Allows learners to work problems or answer questions and get feedback on correctness. flash card activities, chart activities branching drills, and extensive feedback activities according to, (Roblyer & Doering). (pg.83) The Brain Pop is an excellent software program.

Brain Pop http://www.brainpopesl.com/level1/unit4/lesson1/warmup

Tutorial 

 Tutorial acts like a human tutor by providing all the information and instructional activities a learner needs to master a topic. By engaging students in a one-to-one learning situation with a trained tutor, they will receive the opportunity they need to proceed at their own pace while improving skills with methods designed especially for them. In addition, student’s self-confidence, including their willingness to read aloud, is increased measurably when they work with a reading tutor in a private setting. Presenting an entire interactive instructional sequence can assist in several classroom situations. According to,  (Roblyer & Doering) "self-paced reviews of instruction, alternative learning strategies, and instruction where teachers are unavailable." (pg. 78) Please refer to the below web site

  http://etcal.co/index.html

Simulations

In working with high school students using simulations software program to use in the science department. Simulations offers a somewhat risk free environment, one where learners are free to experiment, make mistakes, and rethink and redesign without fear of destroying something that cannot be easily replenished in a traditional setting. For example, a classroom set of frogs might be the ultimate method for teaching biological concepts though a dissection activity.  According to, (Roblyer & Doering)  "In place of or as supplements to lab experiments, role playing, field trips, clarifying a new topic, fostering exploration and process learning, and encouraging cooperation and group work. (p.79)   

Digital Frog:  http://www.digitalfrog.com

Problem Solving 

Problem Solving is one teachers direct through explanation and practice the steps involved in solving problems;  helps learners acquire problem solving skills by giving them opportunities to solve problems; promotes visualization in mathematics problem solving; improve interest and motivation, and prevent inert knowledge according to. 

  http://www.criticalthing.org

Word processing is created documents consisting of pages with text and graphics. No other technology resource has had as great an impact on education as word processing. Not only does word processing offer high versatility and flexibility, it also is model free instructional software; that is, it reflects no particular instructional approach. It can be used to support any kind of directed instruction or constructivist activity. This is what (Roblyer & Doering 2012) provided, "support the learning of writing processes, using a dynamic group product approach, assigning individual language, writing and reading exercises, and encouraging writing through the curriculum." (pg. 120-121)

  http://www.abisource.com

 Presentation

Presentation software allows the students to present his/her material to their peers and teachers. Software such as Power Point, Hyperstudio and Applewords all allow students to create a presentation that integrates English Language Arts outcomes in speaking, viewing, reading and writing with the outcome of the presentation itself. According to (Roblyer & Doering 2012) "it help organize thinking about a topic, enhances the impact of spoken information, and allows collaboration on presentations according to." (pg. 133)

 http://www.google.com/google-d-s/presentations

 I cannot explain desktop publishing to plainer than authors (Roblyer & Doering 2012),  "The desktop publishing allows students to produce elaborate, graphic-oriented documents (flyers and posters, brochures, newsletters and magazines, and books and booklets), and teachers can structure some highly motivating classroom projects around these products. It motivates children’s self-esteem when publishing work, heightened interest in writing and motivation to write for audiences outside the classroom, and improve learning through small group collaboration according to. (pg. 143-146)

http://desktoppublishing.com/open.htm

Graphics 

Teaching at a high school I see a lot of drawing and painting software tools that help me along with other teachers and students create graphics, insert into documents and web pages. Graphics software programs include draw/paint programs; image editing tools; charting/graphing tools; and clip art, photo, animation, sound, video, and font collections. Many of my students are in a multimedia designers class therefore, I see first hand students created graphic designs. According to (Roblyer & Doering 2012), "students may use graphic programs to illustrate their work or help convey information in reports." (pg. 157-161)

 http://www.educational-freeware.com

 

In the past families have kept sets of encyclopedias  in their homes to provide support for their children's education. Research and reference software include electronic encyclopedias, atlases and mapping tools, and dictionaries and thesauruses. According to (Roblyer & Doering 2012), "Research and reference software "Help student research any topic, learn about and use local, national, world, and extraterrestrial geography and be provided definitions." (pg. 161-163)

 http://stardict.sourceforge.net/Dictionaries.php

 

 A wonderful Instructional Video for Reading

 

 

Also, please visit the following web sites

http://www.alleducationalsoftware.com/

 

Please follow me on Twitter: <blockquote class="twitter-tweet"><p>Very good for Kids, teens, and adults All Educational Software <a href="http://t.co/myJFTbUIx6">http://t.co/myJFTbUIx6</a> via <a href="https://twitter.com/ShareThis">@sharethis</a> <a href="https://twitter.com/search?q=%23ED505UWARAY&amp;src=hash">#ED505UWARAY</a></p>&mdash; Mary Ann Turner (@LadyturMary) <a href="https://twitter.com/LadyturMary/statuses/349691684172480514">June 26, 2013</a></blockquote>
<script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>

 

 

Reference

 
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching
           6^th edition. Columbus, Ohio: Merrill Prentice Hall.

One-to-One Computing

One-to-One Computing 

 

After rereading chapter 1 and this article I have learned that in the field of education, one-to-one computing means that every learner and teacher has access to a computer at all times one computer, available to one person. The computer could be a personal computer (PC), but is more often a laptop, a netbook, or a handheld computing device. A one to one computing classroom situation is different from that of a computing room visited by learners on a rotational basis. Learners have limited access to technology and can engage with it only at fixed times. The whole idea behind one to one computing is that learners can use the computer anytime, anywhere.

1.      Provide the complete article title and author

One to One Computing: A Summary of the quantitative Results from the Berkshire Wireless Learning Initiative

Authors: Damian Bebell & Rachel Kay

2.      State the intended audience. (What is empirical research and how does it help the classroom?)

The intended audience are students and teachers from five western Massachusetts public and private middle schools.

An empirical research is a research that reports the results of a study that uses data derived from actual observation or experimentation. The empirical research observation and experiment showed that one to one computing helped to improve teachers and students in a few areas, according to Bebell and Kay (2010), “The efficacy of a one-to-one laptop initiative in trans teaching and learning in a traditional middle school setting. Specially, the targeted outcomes of the BWLI included; enhancing student achievement, improving student engagement, improving classroom management, enhancing students’ capabilities to conduct independent research and collaborate with their peers, as well as creating fundamental changes in teaching strategies and curriculum delivery.” (p7-8)   According to author Devaney, (2010) “Schools with one-to-one computing programs had a slightly higher (70%) increase, but I was 85% in schools with one-to-one computing programs that employed certain strategies for success, including electronic formative assessments on a regular basis add frequent collaboration of teachers in professional learning communities.” (p.10)                                                                                                        

3.      What is/are the research question/questions or hypothesis/hypotheses? 

The research questions/hypotheses as was to determine that efficacy of a one-to-one laptop initiative in transforming teaching and learning in traditional middle school setting in the following areas: 1. To enhance student’s achievement; 2. To improv student’s enagement; 3. Fundamental changes in teaching strategies, curriculum delivery, and classroom mangement; and 4, To enhance capabilities among students to conduct independent research, and collaborate with peers.

 4.      Describe the subject (participants) and the procedures (methods) used by the researcher(s)?

There were 633 participants (seenth graders) who started in January of 2006 from seven participating pubic and private schools combined (Conte, Herberg, Reid, St. Joseph, St. Mark, North & Sount of Westfield) from grades 6^th-12^th grade. During the 2007/08 sschool year there were 1700 +/- students participating. The procedures (methods) used according to Bebell & Kay, (2010), “The three year study empoyed teacher surveys, selected teacher interviews, student surveys, student drawings, analysis of existing school records and test scores, as well as classroom observations to document and track the impacts of 1:1 computing on teaching and learning practices across the five experimental settings. Student achievement was examined examined using student level MCAS (Massachusetts Comprehensie Assessment System) test data in the three participating public schools and two comparison schools in a non-equivalent comparison group design study. Lastly, an additonal student writing assessment was undertaken in Spring 2008 whereby 1:1 seventh grade students were randomly assigned to complete an extended wtriting eercise using either their laptop or using traditional paper and pencil.” (p.7)

5.      What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.

In the conclusion of this research  there were positive educational results (writing,teaching practices, student’s engagement, students research skills and collaboration and achievement improved) from the one-to-one teachesr and students computing program. I like the way Bebell & Kay (2010), stated their outcome. “One of the central project outcomes of the study was the documentation of fundamental changes in teaching, particularly teaching strategies, curriculum delivery, and  classroom management.” (p.17)

I am in agreement with the authors conclusion  that one-to-one laptop initiative computing program for teachers and students can enhance and improve teaching and learning. I like how the authors provided readers with data derived from actual observation and experimentation of how effective one-to-one laptop computing programing had a positive effect in on teachers and students. According to authors Bebell & Kay (2012), “After two or more years’ experience in a 1:1 setting, teachers reported improvements were most concentrated in their student’s interest/engagement in class, motivation, anduality of work. In addition, the majority of teachers epressed that the  program had also served to improve the quality of their students’ work. This observaciton was found across all three types of student groupings.” (p,29)

6.      What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?

According to authors, Bebell & Kay (2010), “These long-term effects, however, cannot be understood without the quantification and documentation of technology use in the shor term. Again, before any of the proposed benefits of an educational technology can be explored, the research team must be able to document if technology use is actually occuring. While there is a strong desire to examine the impact of technology on student achievement, research suggests that the learning must first be placed in the context of teacher and student technology use. However, through the current pre/post comparison study of teaching and learning practices across BWL schools, it is possible to begin to frame the postential long term impacts resulting for teachers and students from increased exposure to computer-based techologies. Suggested that teachers ans students should be provided with on going resources, and exposure to computer-based technologies.” (p.53)

Most students in the future will have computing devices with them and using them to access the internet or other data which will be part of their daily lives. We won’t be able to control students from having cell phones, computers, etc and shouldn’t. With that said, I suggest that students be allowed to bring their own laptop computers and school provide computers for students whoes are unable to provoide a computer for themselves. I believe this method will take some of the financial burden off of schools purchasing laptops for every student. I believe this would have a great impact on future learning.

 

Please vist the web site listed below of a researched article about one-to-one laptop compting.

http://www.susd12.org/node/4504

Please follow me on Twitter! @LadyturMary
<blockquote class="twitter-tweet"><p><a href="https://twitter.com/BrittLew0712">@BrittLew0712</a>   &#10;One-to-One Computing can be a great for students and teachers if planned and implemented appropriately. <a href="https://twitter.com/search?q=%23ED505UWARAY&amp;src=hash">#ED505UWARAY</a></p>&mdash; Mary Ann Turner (@LadyturMary) <a href="https://twitter.com/LadyturMary/statuses/347192925299552257">June 19, 2013</a></blockquote>
<script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>
 

 

References

 

Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative Journal of Technology, Learning, and Assessment, 9(2). Retrieved [date] from http://www.jtla.org.

 

Devaney, L. (2010, July 26). Study reveals factors in ed-tech success. eSchool  News. /retrieved from            http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success/

 

Roblyer, M.D. & Doering, A.H. (2010). Integrating educational technology into teaching 6^th edition.       Columbus, Ohio: Merrill Prentice Hall. P. 10

ED 505 Digital Citizenship

Digital Citizenship

 

The topic of Digital citizenship is gaining force not only in the United States but around the world. It is a concept which helps teachers, technology leaders and parents to understand what students, should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students and technology users for a society full of technology. Digital Citizenship is the norms of appropriate, responsible technology use. Too often we are seeing students as well as adults misusing and abusing technology and not knowing what is appropriate when using technology.   The Goal for Digital Citizenship in the 21^st is to teach teachers, student, and parents what is appropriate technology use for today and for the coming future.

 

 

ED 505 Digital Citizenship

Digital Citizenship

ED 505

Digital Citizenship through Integrating Technology in Education

Teachers are using more technology in their teaching practice and should not assume that students know how to use technology responsibly because they know how to use technology. Teachers should provide active direction to students. According to Roblyer & Doering (2012), Material that has no innate structure such as simulations and problem-solving software, integration strategies is very structured, providing a step-by-step sequence of learning activities matched to specific performance objectives.” (p.40)

Schools should prepare students for a digital world, help students understand that digital technology makes them better citizens of the world. According to Roblyer & Doering (2012), “The history of educational technology teaches us the importance of the “Why use technology?” question. Also, two current conditions in education and society make it essential that teachers and schools are able to state a clear and compelling case for using technology in education. Both these conditions relate to the expense of using technology.” (p. 23) 

Visit the website below on information about Digital Citizenship

http://www.digitalcitizenship.nsw.edu.au/

 Digital Citizenship through Instructional Software

 Students interact with music, movies, software, and other digital content every day. Do they understand the rules that dictate the ethical use of these digital files, and do they understand why these issues are relevant? According to Roblyer & Doering (2012), “Games may be inappropriate for children if they are not designed with a respectful outlook. For instance, games that call for violence or combat require careful screening, not only to avoid students’ modeling this behavior, but also because girls often perceive the attraction of these activities differently than boys do. In addition, games may present females and various ethnic and cultural groups in stereotypical roles.” (p. 96)

Digital Citizenship for Hypermedia and Multimedia

Multimedia means multiple media that can be graphics, photographs, sound, motion video, animation, and text items. Hypermedia refers to linked media information can be gathered from around the world through hypertext links.

Often teachers require the use of authoring programs such as, website-creation programs, the Adobe Creative Suite or Microsoft Expressions Studio, storybook, and videos. These programs make learning both real and important for students this allows them to have a choice in their learning plans.  At all cost students should protect their reputation by self-reflecting before they reveal themselves when using hypermedia and multimedia because nothing is private. Anything student’s said or do can be copied, pasted, and sent to gazillions of people without their permission.  

At all cost, students must learn how to protect their data through: Virus protection software, Firewalls, backups, password-protecting, not sharing, changing, different passwords for different interactions. Teachers and students should work hard to protect hardware and network security, protecting personal security, identity theft, phishing, online stalking. Teachers and students should work hard to protect school security: hackers, viruses, and protecting community security: terrorist threats.

Summing it all up, by embracing technology and encouraging students to explore its various forms, teachers also have a responsibility to teach students to use technology in a responsible manner. Also not taking for granted that students know how to use technology responsibly because they know how to use technology.  

 

Follow me on Twitter:

<blockquote class="twitter-tweet"><p>ReferencesDigital Citizenship is gaining force not only in the United States but around the world. <a href="https://twitter.com/search/%23ED505UWARAY">#ED505UWARAY</a></p>&mdash; Mary Ann Turner (@LadyturMary) <a href="https://twitter.com/LadyturMary/status/344476587988774912">June 11, 2013</a></blockquote>
<script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script>

More Resources:

Useful Resources for Web literacy www.WebSmartkids.com/computers.htm Provides many options form safety to reporting illegal activities.

http://www.ncpc.org/topics/by-audience/parents Provides explanations for parents teaching internet literacy to their kids.

 http://www.icslowell.com/ParentResources.htm Tips for parents and advice to be pro-active while kids are online

www.digitalcitizenship.net/Provides educators and parents examples of web practices and responsibilities.

 

 

References

Digital Education Revolution>>NSW. http://www.digitalcitizenship.nsw.edu.au

Mike Ribble DigitalCitizenship.net Digital Etiquette http://digitalcitizenship.net/

Powered by Google Sites, https://sites.google.com/site/bhsdigicitizenship

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching  6^th edition. Columbus, Ohio: Merrill Prentice Hall.

Slimple K12 power by InfoSource, Inc .http://www.simplek12.com/ps21

 

 

 

 

 

 

 

 

ED 505 My Favorite Technology

My Favorite Technology

 

 

 

 

My favorite technology is the EBook. I like the ebook because it is more interactive than

Most printed materials. It accommodates many learning needs and styles. Most ebooks can read aloud using a text-to speech engine, and most can also change the text display size making large print available. Furthermore, it is very simple and easy to obtain ebooks according to Doering & Roblyer (2012), "Electronic books, or ebooks, which are texts in digital form, are available on computers, ebook readers, and cell phones and have become more prominent alternatives to printed texts." (p. 9) 

 

Theory into Practice

Foundations for Effective Technology Integration

 To help integrate technology into education there are factors based on learning theories. There are two theories direct integration where learning is shaped by information processing and constructivist integration is where learning is shaped by social learning. To integrate technology into the learning there are strategies used based on both theories to help teachers plan effective learning instructions. 

On many occasions teachers ask students to read books that have been assigned to the class, it becomes a battle and teachers may experience some resistance. Incorporating excitement will help to generate a motivation to learn. Therefore, when teachers issue a book such as the adventures of Tom Sawyer by Mark Twain as an ebook, an integration of technology it might have cool music and pictures that will help add a better sensory experience to it. According to authors Roblyer and Doering (2012), "It seems evident that appropriate integration strategies to address motivation problems depend on the needs of the student; either constructivist or directed integration strategies can be used to increase motivation to learn." (p. 52)

 



There is a wonderful site for students, parents, and teachers to download free books check out the cite below. 

 

http://www.readingfanatic.com/index.jhtml?partner=^AIC^xdm003&gclid=CKOVy7TQyrcCFXQV7AodRHAMw

 

Providing technology through ebooks for students with special needs have enhanced their academic performances according to Assistive technologies website:

 http://www.closingthegap.com   

 

 

If you need to find me you can look for me my name is  @LadyturMary


 

 
 
Words that have been embedded in my heart is, I will esteem and look upon and be concerned for not merely my own interest, but also for the interest of others as they pursue success.  I will make it a practice to please my neighbor, for his good and for his true welfare, to edify him/her that is, to strengthen him/her and build him up in all ways spiritually, socially, and materially. 

 

 

You Tube Video on using Ebooks in the classroom

 

  

 

 

 

 

 

 

Work Cite/References

 

 

Assistive technologies website: http://www.closingthegap.com

National Education Technology Plan 2010, http://www.ed.gov/netp-2010

 

 Reading Fanatic A world of books. All in one toolbar. Find popular bestselling books - Free

http://www.readingfanatic.com/index.jhtml?partner=^AIC^xdm003&gclid=CKOVy7TQyrcCFXQV7AodRH

Roblyer, M.D. & Doering, A. H. (2012). Integrating educational technology into teaching 6^th edition.          Columbus, Ohio:  Merrill Prentice Hall

 

 

 

 

 

 

 

 

 

 

 

 

 

My First Communication

Good evening, I am learning to blog! Through this new technology to me and some others I hope to gain and meet new friends who will encourage me as I encourage. I have been told that as individuals learn from one another it will keep them well balanced in their friendships. I have nothing but well wishes in my heart for all. Ms. Turner