Blog 2 Social Media and Walled Gardens VoiceThread

Carpenter, J. (2015, January 28). Teachers, technology and a 'walled garden' for students to grow. Chicago Tribune. Retrieved July 30, 2015, from http://www.chicagotribune.com/bluesky/originals/chi-mashplant-jason-brett-bsi-20150127-story.html

Westaway, L. (2014, July 4). Popjam is 'walled-garden' Instagram for kids, from Moshi Monsters maker. CNET.

Walled garden (What is ? A Webopedia Definition)

http://www.webopedia.com/TERM/W/walled_garden.html

Safety on the Internet

The Internet can be a scary place for kids just beginning to gain independence on the computer. Knowing how to stay safe and protect themselves must be the first lesson taught to children using the Internet.  According to the Pew Internet & American Life Project, 95% of teens are online. There are many great things about using the Internet, but letting our students blindly trust isn’t a good idea.

Here are four ways to keep your students safe:

1.     Muthler suggests having students commit to rules that the school has developed. Keep a signed copy of the student agreeing to abide by these rules.

2.     Keep the computer/laptop/tablet out in the open while in use. Teachers should be able to see the screen while students are using the device.

3.     Have classroom conversations about technology and it’s dangers. Let students know they can come to you if they come across something inappropriate. Let the students trust you won’t immediately get angry with them, but will help figure out what happened.

4.     Use password protected services so students must log in to contribute. This will give teachers access to who is saying what.

Making sure students use the Internet to research accurate facts is another task for teachers using technology. Many students think using Wikipedia will give them all of their answers for their upcoming paper. Here are some ways to ensure students are researching correctly suggested by O'Hanlon. 

1.     Use key words that are specific to the search. Add quotation marks to ensure the search engine is using exact wording.

2.     Use credible search engines such as Google Scholar, or online databases provided by the school district.

3.     Evaluating what type of website they are using. Websites ending in .gov, .com, .edu and .org are generally reputable. If it’s from a government ran agency or a library, chances are the information is accurate.

4.     When in doubt, ask for help. Let students know if they really aren’t sure they need to ask for clarification.

Below I have listed some resources for teachers to use in making sure their students are safe online.

Teachers Guide to Keeping Students safe Online

Super Digital Citizen

Teaching Digital Citizenship

BrainPop Digital Citizenship

Resources: 

Lenhart A, et al. Teens, kindness and cruelty on social network sites. Pew Internet & American Life Project, 2010.

Muthler,S. (2015, April4). Online Safety: A Teacher’s Guide to Dealing with Cyberbullying, Sexting, and Student Privacy. Retrieved July 28, 2015.

O’Hanlon, L. (2013, May 20). Teaching Students Better Online Research Skills. Retrieved July 28, 2015.

Multimedia in the Classroom

The Basic Suite

The Basic Suite of software is used worldwide in schools, home and places of business. In this post I will describe each piece of software and it’s relative advantage to a teacher and his/her students.

Word Processing

“No other technology resource has had as great an impact on education as word processing” (Roblyer, 2016). During the school year, teachers use a word processing tool to create worksheets; assessments, newsletters, permission slips and the list could go on and on. This software is so versatile that most teachers can use it without any training. Finding the details and shortcuts may need instruction but to create a word document, most educators can do on their own. Students can also use this tool to create written works, poetry, reports, etc. “In addition, many of them will need word processing skills later in life when they enter the work place” (Comat, 2011). Students love technology, but many forget that they will grow up and need to use these tools in the workplace.

Relative Advantage

Work processing saves time but letting teachers modify materials instead of creating new ones (Roblyer, 2016). Teachers don’t have enough free time, and what little time they do, they don’t need to be reinventing the wheel! Materials created on a word processing tool look much more professional than something that you would hand write or type on a typewriter. Being able to quickly erase mistakes or rewrite sentences without erasing or white out creates a much nicer product. This type of software is also very beneficial to students who have difficultly writing. Many students lack the fine motor skills that allow them to write legibly. This tool can assist these students in creating the same product as their peers, just by using software.

Spreadsheets

A spreadsheet is information stored in rows and columns. Each box is called a cell and can contain words, numbers, formulas and calculations (Roblyer, 2016). Spreadsheets are a helpful way to organize information. Grading, schedules, lesson plans and attendance are just a few ways teachers can use this tool in the classroom. Spreadsheets can also make dull math a little more exciting. Having students create spreadsheets using formulas or information they are given, gives math a little more spark. Students using spreadsheets is not as common as word processing tools. Using spreadsheet models forces students to get involved and engaged in the topic.  As stated in Pedagogy in Action (2012) “Research has suggested that students learn more when they are engaged with research, and that creative use of technology can support this process.” If students have to do the work and they enjoy how they are doing the work, the information is more likely to settle in their working memories.

Relative Advantage

The advantage for teachers using this tool is saving time. Using the calculations tool in spreadsheets saves teachers massive amounts of time doing their grade book. It can also be an advantage when you need to show data on a specific student. By creating a chart with spreadsheets you can show if the intervention that is in place is working, or if something needs to change. It can be presented in a professional manner and the teacher won’t have to use their extra free time to create it. Students can benefit from this tool in creating their own grade book. Students in upper grades could create a spreadsheet in their class and track their own grades and progress. I remember keeping track of my grades with paper and pencil. If I wanted to know my grade I had to bring a calculator out and punch the numbers. Using a spreadsheet, students can enter equations for cell relationships and calculate their grades instantly.

Presentation Software

This tool is designed to display information and graphics. This tool replaces the old slide projector businesses and schools used to use to present information (Roblyer, 2016). Teachers and students can use this tool to present information to a group in a fun and interactive way. Teachers can use this tool to get information to a whole class without printing off worksheets. Students can use this tool to organize their research and present it in a fun way to their peers.

Relative Advantage

Presentation software helps organize the presenters’ thoughts. When a teacher or student creates a presentation it is grouped into chunks and usually helps guide what the presenter is going to say and when they are going to say it (Roblyer, 2016). Using graphics, video and sound a presentation can be much more interactive using this type of software. Using a software tool like Google Slides or Prezi students can collaborate and edit the presentation at home. Allowing students to be creative and put their own spin on their work increases the engagement. Students want to create when it’s their ideas!

Comat, H. (2011, September 19). Word Processing Skills in the Classroom. [Web log post]. Retrieved from http://www.technokids.com/blog/technology-skills/word-processing-skills-classroom/.

Roblyer, M. (2016). Integrating Educational Technology into Teaching (Seventh ed.). Pearson. 

Why Teach with Spreadsheets? (Pedagogy in Action). http://serc.carleton.edu/sp/library/spreadsheets/why.html

Instructional Software

Instructional software is a valuable tool when it comes to third grade math. Personally, I like to use these tools during my small group time so I am able to sit down and work with students one on one, while the other students are busy. I like that they aren’t just doing busy work, but learning and practicing in an engaging way.

            Drill and Practice

Drill and practice is a quick and effective way to provide math fact practice. The function of the drill is not instruction, but practice after instruction (Roblyer, 2016).  Since there are a variety of ways to present drill and practice software, the pros and cons must be weighed for the individual student’s needs.

As stated by Gagné and Bloom, “drill and practice help students develop automaticity” with more basic facts. These skills are essential as students move forward, and the math becomes more challenging. This type of software usually provides working students with immediate feedback whether the problem is correct or incorrect. Students seem to enjoy this type of drill practice solely because it isn’t with paper and pencil. As a teacher, the elimination of grading papers is a huge benefit. I can log into the program and see within seconds how a student is progressing. Many programs will also have the option of printing a report that teachers can analyze as well as parents. As with any type of practice tool, there comes limitation. Using the software for the intention of teaching rather than practice can leave the student very confused and shut down. As we all know every child learns differently, and assuming this type of practice works for all students isn’t reasonable. Some students may still be in the stage of using manipulatives to solve basic math problems. We must be aware of what our students need to continue to grow.

As I began my search for software that my students would use in third grade I was pleasantly surprised to find a wide array that I hadn’t used before.

·      www.xtramath.org- This selection is timed but the teacher is able to set students individually with what operation they are working on, plus the amount of time given to produce an answer. I have used it in small groups, and students work through drill and practice for about 7 to 8 minutes, then the program says goodbye. For my students that find math a frustrating challenge, this is nice to get them on for a few minutes of practice and then have a break. It’s just enough!

·      Quick Math-Arithmetic & Time Tables -Students are given drill practice questions and produce answers by just writing the answer somewhere on the screen. The program then deciphers it and records their response (Monica Burns, 2014).

·      Math Flash Cards*- A fun app kids can play on a tablet during small group centers or free time. It’s very customizable and perfect for third graders practicing their multiplication facts (Monica Burns, 2014).

·      Math vs Zombies - A fun and engaging tool for students liking a challenge, and zombies! Students are working with all four operations, single and double digits. The end result of answering questions correctly is to zap zombies back into humans (Monica Burns, 2014). What kid doesn’t love zombies? I am looking forward to implementing some of these tools into my classroom next year.

Tutorials

Tutorials are very similar to a teacher’s instruction to the classroom. Students should be able to learn using the tutorial without other materials (Roblyer, 2016).  I envision tutorials as being a virtual teacher. Having the two different types of tutorials makes it easier to navigate individual students towards one and not the other. The linear tutorial would be great for students who are linear thinkers. I would learn best from this type of tutorial because its very simple and the sequence is the same no matter what the purpose is. The downfall to this type is the lack of constructive feedback it can provide the learner. The branching tutorial guides learners to branching paths depending on how they respond to questions (Roblyer, 2016). As a teacher I like this method more for my students because I can track their progress and many times students don’t see their paths as being lower or inferior. It’s just what their tutorial looks like at the time.

Analyzing the pros and cons to tutorials is important. Teachers want a solid amount of instruction included in the tutorial but not so much that the student is bored and disengaged. Tutorials are a useful tool when the teacher selects the right fit tutorial for the right student. Giving a low reader, a complicated tutorial would be a recipe for disaster. But challenging a high reader to use this type of tool not only improves their math computation but also strengthens their reading ability.

Finding a tutorial that would work in an elementary classroom was challenging. Kidspiration is geared for K-5 and has very little text for younger grades. The pictures are colorful and large. This would work in a classroom like mine where math skills are varied throughout. However, if a majority of the students were on grade level and a school purchased this software I would be concerned it would burn out fast with the students. This tool also allows for conceptual thinking and not just drill practice. With the CCSS, it’s critical for students to have that type of thinking.

Simulations

Simulations create real life examples of how a system works. There are two different types of simulations- ones that teach about something and ones that teach how to do something (Roblyer, 2016).

Simulations that teach are categorized into physical simulations and iterative simulations. Physical simulations allow students to manipulate things and see the results. Many times these simulations are three-dimensional. Iterative simulations speed up or slow down the process of something so individual events cannot be seen. It is described as “iterative” because students can run it over and over again (Roblyer, 2016).

Simulations that teach how to do something are also categorized into procedural simulations and situational simulations. Procedural simulations teach sequence of steps to perform procedures. Many times students will use this type of simulation to identify sources of problems. Situational simulations allow students to work through problems and to create their own solution. Some may lead students through ideal situations; others may pose a greater challenge for the user (Roblyer, 2016).

Simulations are a great tool to conduct science experiments with your classroom and know they are safe. Many schools have a hard time constantly refilling experimenting tools and having a safe, sanitary place to conduct experiments. These software tools also make it possible for students to access resources they may never have access to in the real world. A dangerous limitation in the use of simulations is the inaccurate perspective in the system. Roblyer gives the example of students feeling they will know how to drive because they have experienced a driving simulation. Students have to understand the difference between the simulations versus real world situations.

Simulations are very science, health and social studies centered so I did have a hard time finding specific simulations for third grade math.  During my research I did notice that many simulation games are available for adults.

·      Math Nook- Gives students a variety of games to play centered around math concepts

·      Cool Math- Always a kid’s favorite. There is a plethora of games on Cool Math but searching simulations will provide you with specific options.

Instructional Games

Instructional games are software products that have game-like rules and competition (Roblyer, 2016). Instructional games may also be called computer games, video games, and educational software. Instructional games are usually used as a reward in the classroom however it can also be a great teaching tool.

     

In order for instructional games to be a positive teaching tool they must include elements of adventure, competition and reward. Teachers must also make sure that students are challenged but not frustrated, and the content is appropriate for students. Limitations on games could include getting lost in the fun and not learning or retaining the educational purpose. Some games have rules that don’t correlate with real life rules. Students must be able to differentiate between the two. Teachers must evaluate the purpose of the game and pinpoint the educational value. Students may love the game, but without the content being apparent and engaging they will get lost in the game.

This type of software was the easiest one to find relating to third grade math.

·      Hooda Math- has a ton of math games with a variety of topics and operations. It also has games relating to time, measurements and fractions.

·      Fun Brain- another great website that has games with fun graphics and a variety of topics.

Problem -Solving Software

            Problem solving software focuses on the approach to problem solving and solving various kinds of content themed problems (Roblyer, 2016). Content- area problem software focused on specific content mostly in math and science. Content- free problem software lets students use different strategies in all content areas. This can be helpful for students to use in all subjects in school.

            Problem solving software helps students visualize solutions instead of just spitting out an equation. This is very useful with my students and the CCSS where they are asked to describe concepts and rationalize their answers. This software is also motivating to students when they can use their problem solving skills in all areas of life. When they can see the relationship between their learning and real life the light bulb goes off. A limitation that teachers must be aware of is the vocabulary used by software companies and how true they are to form. Some students may not see the correlation to problem solving skills and using them in all part of their life. If they are working on a math skill using a strategy, some students may think that strategy is used solely for math and miss the connection.

            The most effective and efficient types of problem solving software that I have found came from my research in our textbook and my own classroom.

·      Math Explorer- Playing Fantastic Four was one of my favorite games on this website. It would be great for my higher math kids that need an extra challenge. I do think it would be frustrating for the students who struggle with math already.

·      Dreambox- This is great software that I used this past year in my classroom.  The students were motivated and liked that it was challenging but there was always a reward at the end. I enrolled my own stepdaughters while using it so I could monitor and play on my own. I would highly recommend this program!

Relative Advantage

Instructional software is an important tool in every classroom. I couldn’t imagine how boring a classroom would be without some type of educational software. It has given me as a teacher an advantage to making small groups busy and engaged at all times. Drill and practice makes it possible for all levels of students to practice their basic math facts. Tutorials are available to reteach a concept for a student who may have been absent or needs extra explanation. I could see using this type of software with students who leave for an extended amount of time. Simulations give students a chance to learn through trial and error. I don’t think I would use simulations as much as the other educational software, but it serves a purpose at the right time. Instructional games are most likely a student’s favorite educational software. What kid doesn’t love playing competitive games while practicing math? Well, maybe the teacher in me loves the second part. Students at any level can enjoy instructional games. And last but not least, problem-solving software is a great addition with CCSS becoming more prominent. Students are expected to understand concepts and not just answers. This software is so helpful in making that type of learning fun.

I fear that teachers will gravitate towards not implementing educational software because it’s too fun. We forget that students need to be happy to truly learn. When we are bored and disengaged our brain could care less what we are reading or doing on a paper. It’s critical that our students enjoy how they learn!  

Burns, M. (2014, March 6). 10 Apps for Math Fluency. Retrieved July 6, 2015. 

Roblyer, M. (2016). Integrating Educational Technology into Teaching (Seventh ed.). Pearson.