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.