EDTECH 542 Introduction

Advertisement

I am a GED Instructor with the Pittsburgh Job Corps.  Job Corps is a training program associated with the Department of Labor for youths 16-24.  On Friday (June 13, 2014), I will celebrate 9 years there.   Five years ago, we received Promethean boards and this led to my decision to pursue this program.  I also provide training to my peers on educational technology tools.

This is my ninth class in the MET program.  In the fall, I will take EDTECH 505 and do my portfolio next spring (which I, unfortunately and against suggestions, have not done much preparation for, yet).  I plan to attend graduation in May of 2015.

Nines are wild, as that will be the age of my oldest dog, Lacie J., at the end of July.  She is a black and white Shih Tzu.  We added a second dog to our family this winter.  Lucky is a 6 months old brown and white Pomeranian mix and he is a rescue.  He shares my wife’s birthday.  We will celebrate 17 years of marriage three days before Lacie’s birthday.

Since 2001, I have worked part-time as a game day merchandise vendor for the SIX-Time Super Bowl Champion Pittsburgh Steelers.  The extra money comes in handy for vacations to Las Vegas, a destination my wife and I thoroughly enjoy.  Beyond the gambling, we love taking tours – Hoover Dam, Grand Canyon, horseback riding in Red Rock Canyon – and seeing shows like Wayne Newton, Terry Fator and Recycle Percussion.  However, our favorite vacation was to the Black Hills.  We did a helicopter flight over Mount Rushmore and the Crazy Horse Memorial and drove out to Devil’s Tower in Wyoming.  The picture in my advertisement was taken at President’s Park in 2006.  I guess I’ll have to go back out and get one next to the “THIS SPACE RESERVED FOR THE 45TH PRESIDENT” sign.

I better wrap this up.  We are trying to train Lucky, so I need to spend sometime teaching him to “sit”.  Besides, it will give Lacie a break from being tormented by him.  I wish everyone well in this class and in the rest of the program.  I look forward to learning about PBL with you.

JoeBod

Advertisements

Relative Advantage of Using Technology to Make the Content Areas More Engaging, Relevant and Authentic

You are taking a walk and you come upon an emergency.  It might be a house on fire, someone is unconscious or an act of violence is being perpetuated.  What could you do? Did I mention it is 1914?  In 1914, if you needed to get help, chances are they will arrive too late. However, in 2014, most people have cell phones and help can be there in minutes. Technology today helps us in so many positive ways outside of school.  Why should we not use it to help our students in positive ways inside the school?

Today’s students have grown up on technology.  It has been apart of their lives as far as they can remember.  Not always a good thing, but a real thing.  Since it is so real, by using technology in the classroom, we can tie what we are teaching our students to their lives and make learning a part of their lives.  And that is a good thing.

Ever notice students talking about a movie they saw?  It might have been designed to purely entertain, but often times it will spark a conversation about the topic of the movie that leads to inquiry.  A teaching moment has been created.  Technology in the classroom can do that, too.  It can spark an inquisitive discussion.  Students become engage and participate.  They receive immediate feedback, not just from the teacher, but the other students (Raju, 2013).

What about the students who have difficulties learning?  Students with low attention spans will be aided by switching activities (Raju, 2013).  This is much easier to accomplish with technology.  A short video followed by a mini quiz on the material using clickers can prepare them for an interactive lesson on the computer.  If students have physical challenges, close captioning can be used for those with hearing impairments or text to speech software can aid a student with little or no manual skills.

What impact does technology have on students’ learning?  Instead of listening to a lecture, students who are involved in the learning by creating videos on the subject – on a historical figure, a mathematical concept, interviewing an expert in their field or a time-lapse representation of a phenomenon occurring in nature – will better retain the information (Bernard, 2009).  As a side benefit, while working with technological tools, the students will acquire non-content area skills that will benefit them in their future (Raju, 2013).  This could be using Word in a math class to create a glossary of terms or Excel in a social studies or language arts class to create charts and graphs to support a position. Frequently asked questions can be placed on a class blog, wiki or webpage that students can access again later or if they were absent, thus saving class time (Bernard, 2009).

With technology, the classroom does not have to be contained inside four walls.  Students can connect with people who are using the what they learned in school in their careers (Raju, 2013).  They can  see what engineers, archaeologists, botanists and others do in a typical day (or not so typical day).  They can learn about other cultures by communicating with other students around the world (Raju, 2013).

Even a little bit of technology in your class, regardless of the content area, can have a dramatic effect on students.  I teach students who left school without getting a diploma.  A few years ago, my school purchased interactive whiteboards.  In order to quickly use them, I created flipcharts that were practice problems.  The students would read the problem and answer a multiple choice question using a student response system.  This was rote memorization and drill and practice put on a big screen.  My students began to work harder in class.  They were more involved in the lesson.  They enjoyed coming to my class more than some others who weren’t using the technology as much.  Did it help? Every year, the percent of students who passed the GED test went up a couple of points. This past year, over ⅔ of my students achieved their GED.  These were students who were unsuccessful in the traditional school setting.  With the change to the GED 2014 Test, students will need to have higher-ordered thinking skills and even more technological skills.  Thus the biggest advantage to using technology in all content areas is because the future depends upon it.

Bernard, S. (2009). How to teach with technology. Edutopia. Retrieved from http://www.edutopia.org/digital-generation-lesson-ideas

Raju, S. (2013). Top 10 reasons to use technology in education: iPad, tablet, computer, listening centers. YouTube. Retrieved from http://www.youtube.com/watch?v=ulb4jl3xqs8

Social Media in the Classroom

Here is my Voicethread on social media in the classroom.

References:

Osborne, C. (2012). Ways to use Facebook effectively in class. ZDNet. Retrieved from http://www.zdnet.com/blog/igeneration/ways-to-use-facebook-effectively-in-class/15269

Smith, F. (2007). How to use social-networking technology for learning. Edutopia. Retrieved from http://www.edutopia.org/how-use-social-networking-technology

Relative Advantage of Hypermedia in the Classroom

)

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed., New International ed.). Upper Saddle River: Pearson.

Schroeder, B. (2010).  10 Reasons to Use Multimedia in the Classroom.  Global Grid For Learning.  Retrieved from http://www.globalgridforlearning.com/10-reasons-to-use-multimedia-in-the-classroom

Relative Advantage of Using Spreadsheets and Databases in Education

Charts and graphs are an enigma in Mathematics Education.  I say this because from my experience I find them to be so self-explanatory that they need a lot of explanation. WHAT?!?!?!  Hence the mystery.  Most of us look at a chart or graph and think, “Okay, I know what this is telling me.”  It is obviously right there.  I mean it’s like writing “2 + 2 = 4” on the board and asking a student, “what is two plus two?”  But, not to the mind of the adolescent.  Many times as educators we forget it isn’t that easy.  Charts and graphs need to be explained thoroughly like any other lesson.  They need to be dissected and created by the students.  Spreadsheets help eliminate some of the issues with doing that.  A lot of students (I was one) are not extremely artistic.  And, if they are also perfectionists (like me), they can be frustrated when drawing charts and graphs.  They also are very time-consuming to make, not just for the students but, for the teacher.  Spreadsheets allow for almost anyone to make a high quality chart in a short period of time.

Spreadsheets, a tool many teachers might be familiar with for recording information about their students, might be more beneficial providing information for their students.  Here is a short list of other reasons to use spreadsheets in the mathematics classroom.

  • Spreadsheets allow for easy data manipulation and the resulting effects to be quickly seen (Roblyer & Doering, 2013).

  • They are very useful when dealing with perimeter, area and volume problems.

  • Other formulas, such as temperature conversion, can be demonstrated.

  • The concept of proportions is more readily understood.

  • Data analyzing (mean, median, mode) isn’t restricted in sample size.

  • Data collection isn’t limited to the size of the class.

  • Patterns can be expanded to find the 50,000th term (or more).

As with any tool, students will need to learn how to use spreadsheets (Roblyer & Doering, 2013).  While you can use already created templates allow for students to enter in data and gather results, spreadsheets support a student-centered learning environment by allowing students to create their own manipulations.  Much like students can not be handed a calculator and expected to know the correct procedure for entering in data, they need to learn how to format functions.  For many students, there is an added barrier from a fear of mathematics that must first be overcome (Roblyer & Doering, 2013).  Remind them that although mistakes will be made, this give rise to the opportunity to problem solve.

While I have made it seem like spreadsheets are primarily a tool for the mathematics classroom because they are primarily used with numerical data, spreadsheets are effective in other content areas (Roblyer & Doering, 2013).  Instead of losing precious time doing all the math, spreadsheets can accomplish that task and allow for exploration of the lesson. Here are some non-math class uses of spreadsheets.

How old are you on Neptune?  I like that this one still refers to NINE planets (Go Pluto!)

It’s ‘Element’ary

Diversity

Climate Data Workbook

How Much Tax Would You Pay?

Reference

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed., New International ed.). Upper Saddle River: Pearson.

Relative Advantage of Presentations in the Classroom

For many years, I sat trying to keep myself awake during a PowerPoint presentation.  I would be popping Vivarin, chased with Jolt, while someone droned on reading words on a screen that I could read myself if there wasn’t so many that they had to use negative four font size to fit them all on the slide.  Then, after forty-five minutes of my life that I would never get back, I had to sit through a half an hour of questions that basically had all the same information provided again.  I didn’t know there was any other way.  Not until I started in this program.

In my Online Teaching class, I created this Google Presentation.  Still, too wordy, but at least there was some interaction to it to keep a student focused.  Then, in YouTube for the Educator, I created this video using PowerPoint.  Since it was a video, it wasn’t interactive (though, I later learned ways to create an interactive video if I want to re-worked this).  It did have a lot more graphics and animation to go with the narration.  Maybe it won’t win a “Tubie” (which is what they should call YouTube Video Awards, if they don’t), but it shows why such presentations can be a valuable asset to the classroom.

Presentation applications have many features that give them an advantage in the classroom.  They can be interactive.  They are accessible for viewing by students who missed the class or re-viewing by students who need to take a second look. Presentations permit a diverse media display:  Images, videos and links to additional resources. Questions can be included, both full-length quizzes and spot checks.  SlideRocket will allow you to add interactive elements to your presentation.

Not every presentation program has the same features.  Currently, there is no ability to add audio to Google.  Searching on the internet, I found that you can work around this somewhat by creating a video narration and embedding the video.  Shrink it real small to hide, or just enough to look like you are TV news anchor in a PIP (Picture-in-Picture) format.  Adding narration will save your voice and ensure that everyone viewing the presentation will get the same information, regardless of when they view it or how many times.  Eliminates the possibility of forgetting something in one of your presentations to one of your classes.

Now that you are aware of the fact that presentations don’t have to be like this, but can be like this, you are well on your way to earning a “Tubie.” (Come on, people.  We need to get a grassroots campaign started).  Or, at the very least, be a reason for Starbucks’ sales to drop on one day.