EDTECH 541 A Reflection

Part 1: Course Reflection

What have you learned?

For the past several years I have been out of the classroom working as a technology integrator.  For this course, I specifically decided to focus my efforts on creating work the catered to the grade 2 language classroom.  Doing so has helped to remind me of the challenges that can be faced with educators when looking to integrate technology in the classroom.  Not only do they need to ensure that the tools they are using are appropriate but also serve to meet the needs of diverse learners while ensuring they are addressing the curricular needs of their courses.

How the course work demonstrates mastery of the AECT Standards.

The course work that I completed for EDTECH 541 embodies all the elements of the AECT standards in a variety of ways.  For example, when creating lessons specifically for grade two, I had to ensure that the resources were age appropriate and the user terms permitted younger users, thus demonstrating my ethics.  I also consulted with the grade two teachers at my school to ensure that the resources lessons were appropriate for their classroom, thus demonstrating collaboration.  As well the lessons that were created had to be focused on standards that are taught within the classroom thus requiring research into the curriculum standards at my school for that grade level.

How has theory guided development of the projects and assignments you created?

When creating projects for this course educational theory is always on my mind.  Many of the projects that I created were designed with in inquiry or constructivist framework in mind where the students are the one constructing the knowledge from the experiences guided by the teacher.  As well, I was always mindful of Bloom's Digital Taxonomy, and the SAMR model.  The transdiciplinary unit that was created reflects the creation level of Bloom's Digital Taxonomy (Bloom's Digital Taxonomy) and the Redefinition stage of the SAMR model.

How have you grown professionally?

Thus when I first began the course I had no idea what to expect.  However, one of the biggest learnings from me was being able to focus on integrating technology effectively into a core subject to help improve students student outcomes, instead of simply focusing on tools that students can use to create a project.  This focus has given me more confidence when I speak with teachers about integrating technology into the curriculum that may not be tied with a Unit of Inquiry.

What will you do differently as a result of this course?

Aside from being more confident when speaking with teachers, I know that there is still more learning for me to do in the role of a technology integrator.  Specifically, I am currently looking at different coaching models that I can use within my profession to enhance the work that I am doing.

How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?

At the start of the course we were asked to come up with a vision statement for our view on technology use within the classroom.  Mine is reprinted here:

The use of technology within the classroom should always strive to enable people to do their work better and in a more efficient way.  While at times direct instruction is needed to ensure people understand steps and processes, the use of technology should strive to enable students to communicate, inquire, create, and share within the classroom and beyond thereby enabling people to grow into effective members of the global community in which they belong.

This course has reinforced this idea for me as I worked on the projects.  For all of the projects that I created, I strove to provide ideas that not only for engaging activities but also methods that can help reduce the amount of work on the teachers, improve students results, and ultimately, in the transdisciplinary unity, create pieces of work where the students are inquiring, creating, communicating, and sharing their work with others beyond the classroom.

Part Two:  Assess Your Performance

During EDTECH 541 we were asked to keep a Learning Log where we were asked to reflect on the work being done in the class.  As part of our work we are asked to reflect on our achievements and rate how we did.

Content 70/70:

The posts that I made for this course all related to the subjects being discussed in class with continual referrals to my own experiences or to the experiences of others.  I took information from the text and a variety of other sources to create focused pieces of writing rich in detail.

Readings and Resources 20/20:

For all of my posts I did my best to ensure that I included references from different sources included the text.  All of the resources used were cited using APA.

Timeliness 18/20:

While many of my posts were made early enough for others to respond.  A few were late in the module due to work commitments and professional development activities.

Responses to other students 25/30:

The majority of my responses were detailed and reflected my thoughts on their posts.  I complimented where needed and challenged in a professional manner to encourage further thought on a  topic.

Overall: 133/140

Overall I'm proud of the work that I completed for my learning log in this course.

References:

Bloom's Digital Taxonomy. (n.d.).  Retrieved from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Schrock's, Kathy.  Resources to support the SAMR model. (n.d.).  Retrieved from http://www.schrockguide.net/samr.html

Assistive Technology on a Mac

I have been using Apple computers for close to ten years but have not given much thought to the assistive technology that comes as part of the Mac OS (currently I am running Yosemite).  Assistive technologies are features or tools that can help a user overcome a variety of difficulties (Roblyer, 2016).  For the purpose of this article, I will be focussing on features that come built in with Apple computers that help to ensure that all users can use their device.  Apple has a plethora of features and I encourage you to look at their website for additional information.  For the purposes of this article I will highlight a few of the technologies that can assist people with cognitive, physical, or sensory disabilities.

Many of the assistive features on a Mac are found

Cognitive Disabilities:

Cognitive disabilities are those which impact the mental processing abilities of a person (Roblyer,  p. 410, 2016).  For users with cognitive disabilities Apple has several features including predictive text and dictionary which can be beneficial for users with dyslexia (Marshell, p. 184, 2013).  For predictive text, when you start typing a word a user can press the esc key to bring up a list of suggestions for the completed word.  A user with dyslexia can benefit from this because the word list contains words that are spelled correctly, thereby eliminating time later on deal with spelling errors.

Another neat feature that can benefit users with cognitive disabilities, is the dictation capabilities of the computer.  This allows users to speak into their computer and have it converted into text.  This feature can not only help those with dyslexia but other cognitive and physical disabilities by removing the need to type in words.

Physical Disabilities:

Physical disabilities are those which impact the movement of a person (Roblyer, p. 412, 2016).  Apple provides several neat features for those with movement difficulties particularly focused on issues with hand/arm control.  One of the features is sticky keys, which had always confused me.  Sticky keys alters the way key commands need to be entered by switching from simultaneous button push for commands to allowing for sequential button pushing.  In other words instead of pushing Command + C at the same time for copy, a user would first push Command followed by C.  This change makes it easier for individuals who have difficulty pushing two keys at the same time.

Switch control is another neat feature which brings up a keyboard on the screen that can be controlled by a mouse.  This is useful for users who have difficulty operating a keyboard but are able to control a mouse.

Sensory Disabilities:

Sensory disabilities often refer to disabilities which impact the hearing or vision of a user (Roblyer, p. 413, 2016).  Apple has built in several neat features to help users with hearing or vision impairments.

For users who have difficulty hearing Apple has a screen flash feature which works like an alarm or sound for when an app needs to get your attention.  For example, if you are downloading something normally there is a sound effect that indicates that it has finished but with screen flash a visual cue will prompt you.  Apple has partnered with Purple which offers translation services for communication between the deaf and hearing communities.  The only disadvantage is that this service focuses their translations on ASL which could be problematic for users who sign in a different format or language.

Users who have a vision impairment can turn to the Mac for a host of built in features including voiceover (a service which will read what is on the screen), zoom (for enlarging parts of the screen), and cursor size.  These services make it easier for those whose sight poses a problem.  For users whose vision impairments involve colour, like colour blindness, Mac computers allow you to alter the contrast of your screen thereby enabling you to choose the best colour settings for your vision.

Before undertaking this exercise, I knew that Apple computers came with a host of features to assist people in using their device.  However, I did not expect it to be this extensive.  I think it is great that users are able to customize their experience with Mac OS like this because it enables more users access to not only powerful devices but also to the world.

As I played around with the features, I found some that I enjoyed and will probably experiment with further to see if I might prefer to use them, specifically dictation.  In the classroom the features can help to ensure that all of my students are able to access the tools that we are using to help them learn.

Resources

Apple. (n.d.). Accessibility.  Retrieved from http://www.apple.com/accessibility/.
Marshell, A. (2013). The everything parents guide to dyslexia. USA: Adams Media.

Roblyer, M. D. (2016).  Integrating educational technology into teaching (7th ed). United States: Pearson Education, Inc.

Maker Project

In EDTECH 597 this week, we had to create a Maker Style Unit.  Over the last three weeks the professor encouraged us to create Scratch projects with a unified theme.  Since I decided to focus on multiplication, I discovered that two of my projects did not fit and therefore I had to find a way to make a cohesive unit.

My first step was to create a simple way for students to easily bring up the times tables.  To do this I looked at a few sample projects and created my own modified version of the game Multiples on Scratch.  For my version I decided to use the list idea but instead of having it repeat forever, I decided to repeat the program only 10 times thus showing the times table 1-10 for a chosen number.  The only fault that I have with this game is that the controls might be a bit confusing since in order to allow for a Makey Makey control I had to use the broadcast feature.  In other words, when a user pushes a the program broadcasts a message which I have programmed to interpret as 1.  This would be confusing if using a standard keyboard.
 
I decided to include my Multiples of 3 project because it fit with the theme and the game is easily modified to focus on other numbers.  The final project I decided to include, confused me.  I wanted to include a game that allowed students to focus on random multiplication tables and would allow for Makey Makey controls.  After rereading the instructions, I decided to include a game from another user, RGACoach, which met my needs but was too complicated for me to modify on my own at my current skill level.



Once I had all three projects, I had to work to tie them altogether in a progressive order and provide ways for integrating the Makey Makey.  The Makey Makey controls that I came up with are fairly similar across the board and involved the students making the necessary controls out of Play Dough.  However, any conductive material would work.

Overall, it was a great unit to work on and I'm proud of what I was able to create.

Sharing our Work

In EDTECH597 this week we had to choose one of our projects from the past several weeks and provide insights for users who may wish to recreate the project on their own.  I have used Voicethread in the past and found the project easy to complete technically.  My learning here focused on the content for the Voicethread.

The professor could have very easily asked us to write a step by step guide for recreating the project.  However, he instead asked us to provide insights into our process, lessons learned, and what we felt were really important for our project.  By focussing our attention in this way, I was able to create a more meaningful piece that provided greater insights into my project then if I had simply created a step-by-step guide to recreating the code.

Issues with Integrating Technology into the Content Areas

The emphasis in education these days appears to be the move towards integrating technology into the subject areas.  However, the process of doing so is often difficult and there can be stumbling blocks for educators.  These stumbling blocks are not insurmountable but ones that educators should be aware of and address when thinking about how to integrate technology into the classroom.  While there are general issues of concern like access to devices, skill knowledge, and age restrictions, when we look at specific content areas the types of issues that emerge are entirely different.

Robyler (2016) highlights several issues facing the content areas when looking at the integration of technology.  In English, Roblyer (2016) highlights the changing evolution of the meaning behind literacy.  It's not uncommon to hear the terms "21st-century skills, media literacy, digital literacy and information literacy" (Roblyer, p. 261, 2016) in education circles.  However, the rapid pace of technological development means that meaning of these terms is continually changing which adds an extra challenge to teachers who "must become proficient in the new tools that help define literacy in the 21st Century and possible strategies to teacher it" (Robyler, p. 261, 2016).

The solution for this problem is tricky and one that can't easily be solved.  The only real solution is for educators to develop a Personal Learning Network of educators that they trust, blogs they like, and resource sites they like.  Also, joining a site like Twitter and curating it for professional purposes is a fantastic ideas.  Some people get bogged down in thinking they have to read everything, don't worry, you don't.  The really good stuff on Twitter gets retweeted multiple times over and is often hard to miss.  Finally, many third party services allow you to save hashtag searches which is incredibly useful as there are a plethora of hashtags out there for different subject areas.

While Robyler does address other issues with technology in English, I was most moved by the inclusion of motivating students to read and write (Roblyer, p. 266, 2016). A few years ago I attended a workshop led by Alan November who recalled a a girl he talked to.  The girl was failing English and he wanted to know why.  It turns out the girl was writing fantastic fan-fiction for an online site.  Her response to Mr. November was along the lines of "I can write for just my teacher, or I can write for thousands of people who enjoy my writing."

The above situation brings up the idea of audience.  In a world where people can connect with others from around the world, is it enough to ask students to write a piece of work that is only shown to the teacher and their parents.  The prospect of opening our classroom to the wider world and encouraging students to interact with it can be a challenging thought.  However, the book Hanging Out, Messing Around, and Geeking Out (2010) provided countless examples students who were using new technology to not only share their work but also to learn and improve as well.  Surely if we can harness this power and get students to use online technology in this way, it will improve the teaching and learning experience for all.

References

Ito, Mizuko.  (2010).  Hanging out, messing around, and geeking out.  Retrieved from https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262013369_Hanging_Out.pdf

Roblyer, M.D. (2016).  Integrating educational technology into teaching (7th ed.).  United States: Pearson Education , Inc.

Relative Advantage of Technology in Language

Over the years, there has been a multitude of discussions about the advantages of technology use in the classrooms.  Overall, though technology can have a great impact on the teaching and learning that occurs within the classroom.  Especially in the area of language.

When the push for technology in the classrooms started, the technology was somewhat limited and most people used resources like the Internet for gathering information.  However, as devices became more powerful, a new emphasis has been placed on creating content.  This is where the true power of technology is in today's world.  Especially in language education.

Students are now able create their own multimedia and share it with the world.  Their media can take on the form of a picture book, movie, or poem using one of a multitude of free tools.  My experience with using these tools in class is that the students are more engage and interested in creating quality products that can be shared with the world.  More importantly though is that through the process of creating "students solidify and strengthen understanding through spending more time in investigation and idea revision" (Moss, 2014).  As an example, in grade two we have the students create movies exploring the weather cycle.  The students know that the videos are going up online.  This serves as a motivator for the students as they want to ensure that their information is correct and their ideas are presented clearly.

Aside from creating resources, of which there are plenty, to assist students with how they present information to an audience, there is a wealth of applications and services available to assist students with reviewing various different language concepts, many of which are free.  With access to a wide variety of different resources, it is essential that educators take advantage of them to help them create lessons and activities that are not only engaging for the students but help them to develop essential skills of a student in the 21st Century.


Reference:

Moss, J. (2014, November 24).  Students as creators [Web log].  Retrieved from https://iteachu.uaf.edu/2014/11/24/students-as-creators/

Alien Shooting

In EDTECH597 this week I was tasked with creating another game.  I still wanted to keep focused on the math unit and decided to create a shooting program scratch.

I decided to focus on multiples of 3 and have the player shoot rockets at aliens on the screen.  It was a fun program to create and I got to experiment with a few elements further than I had before.  Creating the introductory slide was a neat process.  This type of slide allows me to ensure that the player reads the instruction.  However, I did have some difficulty with typing the text and wish it was easier to edit text boxes after the initial typing.

I also got to experiment with producing clones.  This was fun but caused a bit of problems.  When the rocket clones hit the alien I wanted to ensure that both the alien and the rocket clone disappeared.  I struggled for awhile to ensure that both sprites were effected.  It took awhile but I got there.

Overall I think I created a fun little game that will help students in Math.

Always Carry Your Packpack

This week for EDTECH597 I continued to work on creating projects that I can use to teach or reinforce different math concepts in the elementary school.  This week I decided to focus on developing a program to reinforce the concept of even and odd numbers.

I first had the idea of a shooting game, but I quickly altered it to a swimming game, where players swim around a fish tank trying to catch the even and odd numbers.  This time around I took my time with the code and the ideas and made sure everything was working before I moved onto the next bit.  If I had problems I stayed and fixed it.  This worked out well for me and saved me a lot of time.

This week was the first time that I was really working with sprites that I wanted to code the same.  I decided to upload my unfinished project and explored use the backpack feature to copy the code between the sprites.  This worked wonderfully well.  The only issue that I had was the sound doesn't copy over automatically.  There are two ways to fix this, one copy the sound file to the backpack or go to sound and install the file on all the sprites.

I also decided for the first time to modify my project submission as well.  My original game focused on demonstrating understanding of even numbers.  After some quick reflection, I decided to create another version of the game for odd numbers.

Overall, I am pleased with my results and had a lot of fun developing these games.

Advantage of Games

In the past serval years there has been much discussion about using games in education to help capture students attention.  However, ending the discussion there belittles the impact that games can have on education.  Good game based learning can be described by the following two statements:

1. "...designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world" (Editorial Team, 2013)
2. "an approach to teaching, where students explore relevant aspect of games in a learning context designed by teacher" (Editorial Team, 2013)

A quick look for educational games brings up hundreds of games that are designed to assist with the development of certain skills.  One such game that my students love is Sushi Monster.  In this particular game, the monster display a number and the player must feed the correct combination of numbered plates to match the number the monster is showing.  While this type of game is beneficial for helping students reinforce a concept that they are learning, it doesn't really highlight the power of games.

Games, allow us to experience something that we might not be able to experience in our reality and the truly powerful games, enable students to come to a better understanding of the world in which they live.  For example, in the past I have used the game Stop Disasters.  In this game, the players try to save a community from an impending natural disaster.  With the right design, this teacher can help students understand the importance of municipal preparedness for natural disaster, government spending, and the impact of natural disasters.

Another game that many educators love is Minecraft.  At the most basic level Minecraft is a game where people need to find and build things in order to survive.  However, as the game is able to allows anyone to create their own worlds, there is a lot of flexibility in this game.  This flexibility can be used by educators to create their own worlds which are specifically designed to target their desired concepts.  A quick look on the MinecraftEdu wiki brings up a wealth of different possibilities.

While games like Sushi Monster have their place and ones like Stop Disasters and Minecraft allow for greater flexibility in terms of the target concepts covered, what does the research say about the possibility of games.  One study conducted by Cicchino found that students who experienced game-based learning demonstrated higher levels of critical thinking when compared to others (2015).  Aside from this game-based learning has the potential to change the world in which we live.

In 2010 Jane McGonigal, gave a talk at TED.  In her talk she talked about her game World Without Oil.  The game forced players to understand what their lives would be like if the world oil supply suddenly disappeared.  After the game concluded, several players indicated that the game had resulted in a change in their everyday lives to reduce their oil consumption (McGonigal, 2010).  Finally in 2013, scientists released a 3D diagram of an enzyme that resembles one linked with HIV to the online game Foldit.  Within 10 days the players were able to solve the puzzle which provided answers for scientists and could lead to better understanding of HIV in the future (Fudge, 2013).

With the ability to engage students, increase critical thinking skills and the possibility of changing the world in which we live, is there any reason not to try using games within the classroom?

References

Cicchino, M.I. (2015). Using game-based learning to foster critical thinking in students discourse.  Interdisciplinary Journal of Problem-Based Learning, 9(2). Available at http://dx.doi.org/10.7771/1541-5015.1481

Editorial Team. (2013, April 23).  What is gbl (game-based learning)? Retrieved from http://edtechreview.in/dictionary/298-what-is-game-based-learning

Fudge, J. (2013, October 18).  Gamers solve HIV puzzle in ten days.  Retrieved from http://gamepolitics.com/2013/10/18/gamers-solve-hiv-puzzle-ten-days/

McGonigal, J.  (2010, February).  Jane McGonigal: Gaming can make a better world [Video file].  Retrieved from https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en

Going back to basics

This week I relearned a lesson that every once in awhile I need reminding of; make sure to read instructions and become familiar with your resources before starting a project.

In EDTECH 597 this week, we were asked to design a game or revisit one from a past lesson and integrate it with controls for a Makey Makey.  I had the perfect idea for a perimeter game that would draw a rectangle, indicate the length and width, and finally ask the students to input the answer.  I had it all programmed and ready to test with the Makey Makey.  However, I came to realize that the Makey Makey doesn't come with built in number inputs and Scratch didn't seem to want to let me do what I wanted.  So back to the drawing board I went.

In the end I decided to alter a Triangle Classification game that I came across a few weeks ago.  I added an additional sprite and set it up so that when the sprite touched either of the three triangle options, it triggered the game to say if the answer was right or wrong.  I decided to use this particular because it fits in with an objective that will be covered in Math later in the year with the students.

The big take away this week is that I really should ensure I am familiar with the tools before starting a project.  Also, I learned that with a little creativity, projects can be modified to different styles of learning.  Some students may just be able to click on the icons as the original program intended but others would surely prefer to smash some Play-Doh to move the icon around the screen.  The end goal here is that the students reinforce the concepts that they have been taught in class.

I decided to include both games below.  Happy playing.

Social Media in the Classroom

Looking Deeper into Loops

This week in EDTECH 597, I had the opportunity to explore loops on a deeper level.  In prior units, I typically used the forever the block.  This week, I got to learn about the power of putting in an if/then block inside the forever block.  What this essentially does is allow a program to continually watch out for a certain condition to be met.  When this happens a new command or order can be initiated.

Take for example my work on the projectormodified.  In order have the ball hide, pen go up, score added, and target position changed, I needed to find a way so that when the ball sprite hit the target, the desired changes where implemented.  I did this by adding a new bit of code using a if/then block inside the forever block.   I used a similar idea for my dragon shooting game as well.

This is a powerful tool and a great concept to learn about as this makes triggering certain conditions that much easier.

AUP Confusion

As the use Internet has developed, a wealth of complicated issues have begun to emerge: cyberbullying, plagiarism, and privacy to name a few (Roblyer, 2016).  In order to help combat inappropriate behaviours schools and workplace started to implement what is known as an AUP.  An AUP or Acceptable Use Policy has slightly different names depending upon the place.  However, it is an incredibly important concept that all places of work and learning need to have to ensure that everyone understands what is acceptable when using devices.  Simply put an AUP outlines what a particular organization deems is appropriate use of devices for its users (Rouse, 2014).  This is typically signed before allowing users to access the organization's devices or Internet.

The AUP has always been a particular challenge to me as I work with elementary students.  The tendency with AUP's is to list the behaviours that you don't want using negative statements like "I will not use the internet to download illegal material."  This language is not appropriate in my working environment.  When working on developing the AUP for the Elementary school, I wanted to focus on the positive and what students will do.  I also wanted to incorporate the IB Learner Profile.  To view the finalized form of the AUP please go here (Lea, Brendan).

Another challenge with developing an AUP is the language that is used.  The above sample is in very simple language so that students are easily able to know what is expected.  However, this (Thornhill Elementary) example contains several words and ideas that students might not understand but, as indicated at the bottom of the page, they are still expected to sign.

The Iron County School District AUP (Iron County School District) provides more detail than the one the I created.  It should also be noticed that it places an emphasis on what the students will do instead of the negative statements.  However, it almost crosses the line of not being appropriate for younger student use simply based on the complexity of the language.

Finally,  The Lincoln School developed their AUP in a completely different manner.  For their (The Lincoln School) AUP they decided to create a brochure.  What is great about this idea is that it has to be signed by both the students and the parents.  This is a great way to ensure all parties are informed of the expectations and will hopefully spark conversation at home as well.  Also important, is the place where students can indicate their understanding.  This is useful for teachers, so that they if there are any aspects of the AUP which need to be reviewed.

What all of this discussion should indicate is that there is no right or wrong way for an AUP to look.  However, a couple of general tips when creating ones for younger students:

1. Focus on what they will do (nobody likes to be told what they won't do).
2. Mention the consequences but don't make it the main focus.
3. Find ways to include parents in the conversation.
4. Use simple language.

With these tips in mind, I am sure that you will develop a spot on AUP that is appropriate for your audience.

References:

Lea, B. (n.d.) Student Acceptable Use Policy.  Retrieved from https://docs.google.com/a/bifskorea.org/forms/d/1Qi5TgeQ7PvwLw1pQMgZtGWUoVY6h0pdX197cLXOX6PU/viewform

Iron County School District. (n.d.). K-5 student computer acceptable use policy.  Retrieved from http://irondistrict.org/handbook/policy-handbook-table-contents/section-e/policy/k-5-student-computer-acceptable-use-policy

Roblyer, M. D. (2016).  Integrating educational technology into teaching (7th ed.).  United States: Pearson Education, Inc.

Rouse, Angie D. (2014, July).  Acceptable use policy (AUP).  Retrieved from http://whatis.techtarget.com/definition/acceptable-use-policy-AUP

The Lincoln School. (n.d.).  AUP brochure final.  Retrieved from https://drive.google.com/a/u.boisestate.edu/file/d/0B97dtNaizshYdFRNVWFiZ3RyUUE/view?pli=1

Thornhill Elementary. (n.d.) Acceptable Use Policy.  Retrieved from http://www.thornhillschool.org/about-our-school/acceptable-use-policy/

Videos in the Classroom

This week in EDTECH541, we looked at how videos could be integrated within the classroom.  While I was attending Learning 2.0 in Manila last week, I was able to catch up with several educators and get their thoughts on the matter.  As well, the opening talk by Kim Cofino, dealt heavily with the concept of videos.  If you would like to watch the rest of the Learning 2 Talks please go over to the Learning 2.0 YouTube Channel.

If that then or else

This week in EDTECH597 we explored a basic concept of coding that can help make life a lot easier; the if that then or else.  While the concept may not make logical sense when reading out, if you take the time to process it, it makes perfect sense.  Let's take a moment and remember the epic battle from the Legend of Zelda: The Ocarina of Time between Link and Gannon at the end of the game.  Gannon has a weak spot that Link must hit.  The game is programmed so that IF Link hits Gannon in the correct placement (THAT) THEN Gannon gets hurt OR if the player misses then Gannon does not get hurt (ELSE).

While in a complex video there are many different if/else statements at play, the ability for users in scratch to make use of this powerful tools allows them to make even better programs.   For example, users can program score sheets to award different points for different questions, users can force a restart of the game when a player gets a certain amount wrong, different sound effects can be triggered.  Really, the possibilities are endless with this powerful little statement.

Variables

For our chapter this week, we explored how we can use variables in our programming to give greater flexibility to what our programs can do.  Variables allow bits of information to change while the program is running or when it is run by different people.  For example, if you have a math problem with x and y, you can program the application to ask the user to input x and y each time the program is run so that different answers appear.  Variables can also be used to help program a score screen on a game.

At the end of the unit, I decided to work on two different problems and explored how I could use variables within them.  For the first problem, I created a program that calculated the distance travelled based upon speed.  I decided to use the slider option for this program.  While I am happy with it and the modifications that I made, I quickly discovered that the slide does not appear to allow decimal.  This is problematic for certain problems.  If I were doing it again, program it to allow decimals.

For the second project, I decided to explore math problems a bit more.  I took the second problem and decided to allow greater flexibility.  Instead of me deciding the numeric value, I decided to ask the user to input different values for the variables.  By using the ask and wait feature, I was able to prompt the users to input different numeric values. After I completed the project, I realized I wasn't happy with how the speaking look.  I decided to go back and alter it using the join feature.  I've included both programs below.

Procedures

This week in EDTECH597 we created programs using procedures utilizing the new feature in Scratch 2 which allows users to create their own blocks.  The basic idea behind a procedure is for a user to break down a long string of codes into smaller bits of code that can be called up when needed.  This is especially useful where programs require the same bit of code to be repeated.  For example, if I wanted to create a program to draw my name, there would be two spots where I would need an N.  If I didn't use procedures, I would have to write out the code for N twice.  This increases the chance of human error and makes it more difficult to pinpoint errors. However, with using procedures, I am able to write out the code for N once and test it and use it as often as I like without having to write out the code for it over and over again.

While the principle behind procedures is easy enough to understand, I'm still trying to wrap my head around how to create more complex programs.  One tip that was provided was to break a larger problem into smaller chunks.  I'm used to doing this in theatre when I stage manage a large show and have to figure out how best to implement the director's vision.  Procedures require this same skill and I hope with more practice, I will be able to master it.

The Basic Suite in the Grade Two Classroom

In terms of computers, the basic suite refers to word processing, spreadsheet, and presentation software that are often sold as packages (Roblyer, 2016, p. 109).  Originally these programs were probably designed to be used by working professionals, but since then they have become a staple in many different classrooms.

In Grade 2 the use of the basic suite focuses mainly on presentation software.  For example, in our current unit the students are learning about different body systems.  The students have been tasked to create a presentation that demonstrates their understanding of their systems based on the information they have gathered.  While this type of project can easily be done on poster paper, there are several advantages to doing it electronically:

1. The students begin to develop an understanding of how to use technology.
2. The students start understanding that technology can be used to help them learn and present their information.
3. The presentation format allows the students to focus on key ideas on each slide, prompting them with what to say.
4. Labelling and adding text looks cleaner and more professional.
5. When the students present, it is easier for them.

When it comes to dedicated word processing and spreadsheet programs, there are reasons why we don't really use them in Grade 2.  With regards to spreadsheets, the skills required to take full advantage of the software is not age appropriate.  However, we still have students create graphs when they need to using Create-A-Graph, which allows students to easily create graphs from data they have collected.  This allows the students to begin to develop the skills necessary to understand how to work within a spreadsheet program which is introduced later in elementary.  Word processing faces similar problems as well and we tend to rely on Storybird for our students in grade 2.

Another aspect that needs to be taken into consideration is that in the last ten years there has been a tremendous explosion of programs that make the process of creating documents, spreadsheets, and presentations easier for students.  While these programs do some things well, they tend not to offer the fully robust set of features that a traditional basic suite offers.  So while, I may state that my students do not use traditional basic suite programs, this does not mean that they are using apps or other resources that allow them to create these documents utilizing a tool that is more age appropriate.

Resources

Roblyer, M. D.  (2016).  Integrating Educational Technology into Teaching (7th ed.).  United States: Pearson Education, Inc.   

Scratching My Way

This week in EDTECH 597, we were tasked with modifying two of the assignments found at the end of chapters 2 and 3 in a way that not only showcased the ability to solve the problem presented but also demonstrated that we are able to manipulate the code to do as we wish (see below for my completed projects).

As I continue to get more comfortable with Scratch, I am noticing that I am getting better at:

• Figuring out how to get the program to do what I want
• Spotting errors within my code
• Navigating between multiple sprites and code.

Of these skills the one that is most intriguing is spotting errors.  In EDTECH 502 we were tasked with creating webpages.  While correcting errors could prove difficult, spotting them was relatively easy (typically the numbers for the lines would appear red).  However, Scratch does not have that, so the ability to spot and correct errors quickly and easily becomes a very important skill.  I would also suggest testing the code repeatedly throughout the creation process to make spotting those errors easier.

As I work as a tech integrator, I am starting to see a variety of different possible ways this program could be used in Art, Math, and Language classes to provide activities that could challenge some of my learners.  

Five Types of Software in Grade 2 Language Arts

When determining to integrate technology into the classroom curriculum, it is important to consider which type of software is most applicable to the situation.  According to Roblyer (2016) there are five main types of software to be considered: drill and practice, tutorials, simulations, instructional games, and problem solving software.  Each type of software does have it's purpose within a classroom.  However, if you were wanting the students to engage in higher level problem solving activities, having them use a drill and practice software would not be the most appropriate method.

In Language Arts there are a variety of different programs that can be utilized. At my current school, we have recently developed our iPad program to the point where teachers are now able to keep a set of devices within their classrooms at all times.  Throughout the rest of this post, I will go through the five types and software and provide an example of this type of software and their relative advantage.

Drill and Practice Software:

 One type of program that has proven incredibly popular is Kids A-Z, formally RAZ Kids.  This program is compatible with any Internet browser, iOS, and Android devices.  Kids A-Z allows teachers to assign their students tasks based on their reading level.  Before moving up the students must read a variety of different books and answer a variety of quizzes.  Teachers can also have students recording their reading of the story to analyze the reading fluency of their students.

Relative Advantage:

Without technology, the process of tracking student's reading level, can be an incredibly labour intensive pursuit.  Kids A-Z makes the process easier by providing real time feedback to the teachers, which can be used and analyzed.  Also, when reading stories aloud for reading assessments, students often get nervous and struggle.  By allowing students to record themselves speaking, the students have the option of trying as many times as they wish before hitting submit.  

Once the students are comfortable with using the application, the teacher is able to set it up as homework (providing students have access to a computer or mobile device at home) or possibly a station within the class.  By having this as a station within the class, the teacher can provide simple instruction to the students, so that the students are able to complete the activities independently and the teacher can work intensely with another group of students.   

Tutorial:

Brainpop and Brainpop Junior provide a variety of instructional videos on a range of topics including langauge.  These services are provided at a cost and are avaialble using any Internet browser, iOS, or Android device.  For each topic an animated video is provided which explains the topic in a fun way for the students.  Recently Brainpop expanded upon their service and schools are now able to create accounts where they can track the activities of the students.

Relative Advantage:

When students watch the Brainpop videos, they are engaged and remember the facts presented to them.  Since the videos are made from a reliable source, the content is not only appropriate for students but accurate as well.  Brainpop also provides accurate closed captioning on all of their videos for people wish to use them.  This is useful for some students who have difficulty understanding material orally.  

Brainpop is videos are great for whole class instruction on a particular topic or for students use during research projects.  

Simulation:

When thinking about Language Arts, simulations aren't necessarily they type of software that comes to mind.  However, Language Arts skills like reading, comprehension, and analytical skills are essential for students to succeed using this type of software. For example Simulation Explorer, while science focused, does require students to demonstrate their skills.

Relative Advantage:

Simulations in general allow people to explore situations digitally that they may not be able to in real life.  In the case of a Simulation Explorer, students are able to conduct a variety of science experiments and see what happens when a variety of variables are altered. 

If an educator is looking for a simulation that only target Language Arts outcomes, I believe that it would be very difficult.  I would encourage looking for transdiciplinary connections in different subjects as I did in this section with science and language.

Instructional Games:

Games in education have come to the forefront in the past several years.  Games can take on many different forms.  Minecraft in particular has captured the hearts of students and the creativity of many different educators.  Minecraft is a sandbox game which allows users to create a world to their desires.  For example, a teacher could create a world and have the students build a home the main character would live in or create a quiz where each answer transport them to a different area.  The ideas of endless with this type of game. 

Relative Advantage:

The main advantage for this type of software is that the students are quickly and easily engaged.  However, teachers need to take in a variety of different concerns when considering using instructional games:

1. Is the game the most appropriate approach for the topic?
2. Is the game appropriate for the age group?
3. How easy is the game to manipulate?
4. Is there a cost?

While these issues are important to consider, games within the classroom can have a profound effect on the learning achieved by the students.

Problem Solving:

Problem solving software is popular within science and mathematics.  However, the skills necessary to accomplish goals in this type of program are also applicable to Language Arts.  For example, Code.org allows teachers to assign students to a variety of different courses which focus on teaching the basic elements of coding.  Each course is broken into several different levels.  In order to pass each level, the user must write the code that will successfully complete the objective.  While coding may seem more geared towards computer skills, there are a variety of key language skills that students must demonstrate: logical thinking, reading and understanding directions, and problem solving.

Relative Advantage: 

One key advantage to using problem solving, is the ability for students to try repeatedly in order to achieve their goals.  This allows the students to try until they are successful in their goals.  

The list provided by Roblyer emphasizes programs that are typically created with a specific educational goal mind.  However, current trends in educational technology place a strong emphasis on creation.  Programs like iMovie, Puppet Pals, and Book Creator all enable students to create digital stories and demonstrate a variety of skills but are difficult to place in the categories given by Roblyer.  Therefore, it could be argued that a category which encompasses creative programs is necessary.  

References

Roblyer, M.D. (2016).  Integrating educational technology into teaching (7th ed.).  United States: Pearson Education, Inc.

EDTECH 597

A few weeks ago I began taking EDTECH 597, which focuses on Making in the classroom.  This was a course that I was incredibly excited for.  The class has a strong focus on Scratch which is helping me to learn a program that I've long desired to learn but often felt overwhelmed.

EDTECH 541 Technology Integration Vision Statement

The use of technology within schools has always been an area where many people disagree.  In recent years there has been a trend for schools to implement a variety of different programs.  Whether this be the creation of a lab, trolleys that are available for booking, or devices within the classroom the options are endless.  There has also been a push back against the increase of technology within the schools.  The most interesting trend can be found in Silicon Valley, the United States technology centre, where many parents send their kids to a Waldorf School which doesn't permit the use of technology in the classroom (Richtel, 2001).  Even Steve Jobs, the creator of one of the most popular tools for education the iPad, didn't allow his kids to use iPads (Lesnar, 2014).

All of the controversy surrounding the use of technology highlights the importance of educators being purposeful in their intent to use technology within the classroom and understand what they are doing.  Before implementing technology in the classroom educators should understand the pedagogical theories behind Educational Technology, have an overriding goal for the use of technology in their class, and understand the issues that can be addressed or possibly brought about because of the use of technology within the class.

When analyzing the pedagogical approaches to the use of Educational Technology, there are two main theories: direct instruction and constructivism (Roblyer, 2016, p. 34).  In direct instruction situations, the teacher would guide the students through the steps to complete a necessary task (Roblyer, 2016, p. 34).  As an example of this, the grade two students at my school begin to regularly use desktop computers and the school provided GAFE accounts.  As the students have never accessed their accounts before, it is necessary for the students to be guided through the steps so that they can be successful.  On the other end of the spectrum is constructivism, where students create their knowledge and understanding with the teacher serving as a guide on the side (Roblyer, 2016, p. 34).  In grade 5 our students are tasked to complete a unit where they inquire into an area they are interested in and represent their learning in a way that is meaningful to them.  During the course of the unit, the students use technology in a variety of different ways to help them construct their knowledge.  Along the way, they often learn new skills.  For example, one student wanted to make a song to help demonstrate his learning.  He never used the software before but was determined to use it.  The student used his skills and research to help him construct the knowledge that he needed to complete the task.

When talking about pedagogy in reference to Educational Technology, there can not be an all or nothing approach.  At times direct instruction is needed to give the students the essential skills are obtained by the students.  However, at times an inquiry method is more desirable to allow the students the freedom to construct knowledge in a way that is most meaningful to them.  The aim is to know which method is appropriate for the objective of the class.

The use of technology in the classroom has the potential to address many different issues within the classroom ranging from student engagement to teacher efficiency.  In my current school we have given the vast majority of the teachers all iPad minis, this has not only helped the teachers understand how to use the devices but has also improved their ability to take pictures to highlight the learning process which students use in their e-portfolios.  Additionally, it has helped them improve their record keeping and planning as well.  However, the main advantage has been the improvement of student achievement.  For example, all of our homeroom teachers have access to RAZ Kids which enables the teachers to assign students to their reading level and prescribes them certain tasks before the move up.  The students love using this software and many teachers have reported an increase in student results from using this program.  Additionally in music class, the students are tasked with creating their own music and software like Garage Band and Music First Classroom make this process much easier for the students and has helped improvement achievement in these areas..

Technology use certainly has the potential to help solve issues that appear within the classroom however, it also has the potential to create issues as well (Roblyer, 2016, p. 13).  Indeed over the past several years there has been a lot of discussion on cyberbullying and academic honesty.  While issues of bullying and plagiarism existed well before the integration of technology into the classroom, these issues have appeared to be become prominent.  These issues are difficult to handle, but our students are living in the 21st centuries with incredibly powerful tools and it is my belief that if we are not helping students understand how to use the tools in the most effective way, we are doing them a disservice.

While discussing pedagogy and issues are important when implementing technology, so to is having an overall guiding vision that helps directs the teachers philosophy when using these tools within the classroom.  After much thought and revision I have come up with the following vision statement for how I believe technology should be integrated within the classroom:

The use of technology within the classroom should always strive to enable people to do their work better and in a more efficient way.  While at times direct instruction is needed to ensure people understand steps and processes, the use of technology should strive to enable students to communicate, inquire, create, and share within the classroom and beyond thereby enabling people to grow into effective members of the global community in which they belong.

References  

Lesnar, S. (2014, September 18).  Why Steve Jobs didn't let his kids use iPads (and why you shouldn't either).  NextShark.  Retrieved from http://nextshark.com/why-steve-jobs-didnt-let-his-kids-use-ipads-and-why-you-shouldnt-either/

Richetl, M. (2011, October 22).  A silicon valley school that doesn't computer.  The New York Times.  Retrieved from http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?_r=0

Roblyer, M. D.  (2016).  Integrating Educational Technology into Teaching (7th ed.).  United States: Pearson Education, Inc.

ED Tech 541

Over the past year and a half I have focussed my time on completing the course requirements of BSU's Masters in EDTECH.  Now that they are completed, I am starting to branch out and take some of the elective courses.  First up is EDTECH 541, Integrating Technology into the Classroom Curriculum.  I have been looking forward to this course as I am currently the technology integrator for the elementary school where I'm working.  I enjoy this position and am looking forward to learning from the other students in this class.