Instructional Software

Software has changed drastically over the years. Nothing can replace the instruction of a classroom teacher, but the utilizing the correct software can be extremely beneficial in the classroom setting. Roblyer and Doering state that “software empowers teachers, rather than replacing them” (Roblyer & Doering, 2010, p. 77). Technology is advancing at a rapid rate, and it is crucial that educators embrace the benefits of technology without losing sight of the importance of teacher/student relationships in the traditional classroom. 

Roblyer and Doering begin by discussing instructional software as a whole. The course text defines instructional software as “a general term for computer programs designed specifically to deliver instruction or assist with the delivery of instruction on a topic” (Roblyer & Doering, 2010, p. 77). Instructional software is meant to do just that, to instruct. Drill-and-practice, tutorial, simulation, instructional game, and problem solving software are all different types of software used to promote classroom instruction. Grammar Bytes is a website that is an example of instructional software. Here is the link to the Grammar Bytes website. http://www.chompchomp.com/exercises.htm. I use this specific website in my class throughout the year as a way to reinforce grammar lessons that I have previously taught. My students seem to be much more enthusiastic about practicing their grammar skills on the Internet versus a pencil and paper. 

Drill-and-practice software is the first type of software discussed in the course text. Roblyer and Doering describe drill-and-practice software saying that it “functions to provide exercises in which students work example items, usually one at a time, and receive feedback on their correctness” (Roblyer & Doering, 2010, p.81). One of the many benefits of drill-and-practice software is that student can receive immediate feedback on their answers. This allows students to see their strengths and weaknesses in a certain area. The course text discusses how flash cards are the most basic example of a drill-and-practice activity. I allow my students to use a website named Quizlet. Here is the Quizlet website link. http://quizlet.com/create-set. Quizlet allows students to enter information and it will create electronic flashcards for students to study. Students found this website particularly helpful for terms tests such as literary and poetry terms tests. Students found Quizlet to be an extremely helpful tool for all of their classes, not just mine. 

The second type of software presented is tutorial software. Tutorial software is defined as “an entire instructional sequence on a topic, similar to a teacher’s classroom instruction” (Roblyer and Doering, 2010, p. 86). This type of software is different from other software in that it is not necessarily used as a reinforcement tool, but as a “self-contained instructional unit” (Roblyer & Doering, 2010, p. 86). Although tutorial software is made to stand on its own, the course texts highlights that good tutorial software should have some practice to go along with it in order to gauge student comprehension. Tutorials are also beneficial for both struggling learners as well as advanced learners. Tutorial software provides extra help and practice for struggling learners and also provides opportunities for advanced learners to move on to deeper concepts. A type of tutorial software that I have found beneficial in my classroom is a website named English Grammar 101. Here is a link for the English Grammar 101 website. http://lessons.englishgrammar101.com/EnglishGrammar101/Module1/Lesson1-1.aspx. This website provides explanations of specific grammar rules and has practice exercises to go along with it that give immediate feedback so students know if they are comprehending the material. This is a website that can be used for student instruction if there is ever a day that I have to be absent from school. Students can read rules and instructions on specific grammar skills, practice these skills online, then we can review the material when I return to school. Keep in mind that this would not be an option for all classrooms. My school has the 1:1 laptop initiative so students have individual computers with them in class daily. 

Simulation software is the third type of software discussed by our course text. The text describes a simulation as “a computerized model of a real or imagined system that is designed to teach how the system works” (Roblyer & Doering, 2010, p. 90). This technology is great for bringing something from outside the classroom to inside the classroom. An example of this that I have used in my classroom is a virtual tour for Shakespeare’s Globe Theater. Here is the like for the virtual tour site. http://www.shakespearesglobe.com/about-us/virtual-tour This virtual tour allows me to take students to Shakespeare’s Globe Theater without leaving the classroom. Students are able to see actual pictures of the theater as the tour shows and describes many interesting facts about this piece of literary history. 

The fourth type of software discussed in the text is instructional games software. Instructional games are fun for students because they “add game-like rules and/or competition to learning activities” (Roblyer & Doering, 2010, p. 94). In my classroom, I have found that students love to play games. They love that it brings some friendly competition into the classroom. Jeopardy is a favorite game to play in my classroom. Here is a link to a website that allows teachers to enter in information to create a jeopardy game. http://www.superteachertools.com/jeopardy/ I use the instructional game of jeopardy usually as a form of test review for either grammar or literature units. Students actually get excited about studying if they know jeopardy is coming up! They know that they will have to study the material in order to win the game. It has proven to be a great motivational tool in my classroom. 

Problem-solving software is designed specifically to “help teach problem-solving skills” (Roblyer & Doering, 2010, p. 99). Like the course text states, when I initially thought of problem-solving software my first thought was math. It seems like this time of software would be very beneficial in a math classroom. However, as I continued to read that although problem-solving software does mainly focus on math, it also focuses on skills in my subject area of English such as “sequencing, analyzing, finding and organizing information, predicting outcomes, making analogies, and formulating ideas” (Roblyer & Doering, 2010, p.99). http://www.theproblemsite.com/wordgames.asp is a website that has problem-solving games that could be related to English curriculum. The Problem Site website would be a good resource in my classroom when we are talking through different problem solving scenarios. It is important that students learn problem-solving skills in all curriculums, not just math. 

The last software discussed by Roblyer and Doering is Integrated Learning Systems. Integrated Learning Systems are defined as “networked or online systems that provide both computer-based instruction and track and report on student progress” (Roblyer and Doering, 2010, p. 102). When reading about ILS, one specific system came to mind, Blackboard. This is an online system that we are all familiar with. The Blackboard system allows us to receive the instruction we need as well as our grade reports, and we can access all of this information online. Here is a link to the official Blackboard website. http://www.blackboard.com/About-Bb/Overview.aspx It gives more detailed information about the Blackboard system as a whole.I have experienced the Blackboard system as a student and as a teacher. Because my students have laptops, we have a system that is the same as Blackboard. Blackboard has been an extremely beneficial tool as a student as well as a teacher.

This is a tweet I found from a UWA student including an article on instructional software.

Check out this article I found about instructional software. http://t.co/4IUtfxoPFh #ED5059413UWA
— Jerod Dunavant (@14_redbone) June 25, 2013

1:1 Laptop Initiative

The 1:1 laptop initiative is a classroom technology that I readily support. I am very fortunate to have a 1:1 laptop initiative in my school; therefore, all of my students bring a school issued laptop to class with them every day. As a classroom teacher, I am constantly looking for ways to keep my students motivated and engaged in each lesson. Laptops for individual students have proven to do just that. Using laptops for every day learning keeps students more involved with their individual learning and also helps keep parents involved.

“One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative,” the article I read written by Damian Bebell and Rachel Kay, presents several research points and conclusions on 1:1 laptop initiatives that have proven to be true in my classroom. The article states that it is “reported that students’ academic use of computers at home occurred more frequently when students were provided with their own laptops” (Bebell & Kay, 2010, p.6). My students have told me first-hand that they enjoy assignments (even homework assignments) much more on the laptop in comparison to traditional pen and paper. My students responded extremely well to their laptop assignments this year. It also helped me out a great deal because my students’ literature book is accessible through their laptops, so I could assign reading without students having to carry an extra literature book home. They really liked that!

The article I read for this week states, “the overall aim of the pilot program (discussed in the article) was to determine the efficacy of a one-to-one laptop initiative in transforming teaching and learning” (Bebell & Kay, 2010, p.7). The article proved just that. I can speak from experience that the 1:1 laptop initiative transformed my methods of preparing and implementing lessons, and it also created a form of motivation and engagement for students in their daily learning. However, both the article and the course text make it clear that the success of these initiatives has several factors. The course text states, “schools that provided peripherals such as projection systems, offered continuing technical support and in-depth professional development, and had teachers who were willing to try using teaching methods” saw greater success in the implementation of these initiatives (Roblyer & Doering, 2010, p. 24). Of course, schools must first have the technology, but just as importantly schools must have teachers that are willing to do what it takes in order to use the technology to the fullest advantage of students, teachers, as well as parents.

The course text also discusses how “one study found that students who used devices more outside the classroom also reflected significantly greater impact” when 1:1 initiatives were put in place (Roblyer & Doering, 2010, p. 24). As I thought about this, it really made sense. Students that are more familiar with technology are going to be more confident and proficient with the use of laptops when they are first implemented. However, I have seen in my classroom that it does not take students who are unfamiliar with technology long to catch up once they have been issued their own technology device.

Roblyer and Doering also discuss how “Overall, schools with one-to-one computing programs had fewer discipline problems, lower dropout rates, and higher rates of college attendance than schools with a higher ratio of students to computers” (Roblyer & Doering, 2010, p. 24-25). I have no doubt that this is due to the higher levels of student motivation and engagement in their learning that these initiatives bring. 1:1 initiatives allow students to be more involved in their learning every time they step in the classroom and also offer methods of motivation. Reading this article, as well as our course text, solidifies my thoughts on the benefits of 1:1 initiatives.

Article Critique

1.) Provide the complete article title and author.

The complete title of the article is “One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative”. The authors of this article are Damian Bebell and Rachel Kay.

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

The intended audience is any educator or education system that is interested in the benefits of 1:1 laptop initiatives. This article would be great for educators or education systems that are considering moving to a 1:1 laptop initiative. Empirical research is research based on proven facts, not opinions. This type of research is found in professional journals. Empirical research would be useful for educators looking into 1:1 initiatives because it gives facts based on 1:1 initiatives that are currently in place.

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

There are several research questions presented by this article. This research wants to prove if 1:1 laptop initiatives enhance student achievement, improve student engagement, and demonstrate fundamental changes in teaching strategies. Curriculum delivery, classroom management, and enhanced capabilities among students to collaborate with peers and to conduct independent research were also research questions presented in the article.

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

The Berkshire Wireless Learning Initiative is a three-year pilot program. The program was implemented in five Massachusetts middle schools where every student and teacher was provided a laptop in 2005. All classrooms were equipped with Wireless Internet networks. Some classrooms were also given DLP/LCD projectors. There were also different forms of professional development provided to teachers in order to offer support when implementing this new technology into their classrooms and curriculum.

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

The conclusions of the researchers were that teacher and students use of technology increased. Teachers started implementing things such as new novel approaches, which in turn led to student motivation and engagement. Teachers also found many professional uses for the new technology such as electronic record keeping, communication with co-workers and parents, and teacher webpages that included lesson plans and homework assignments. Students’ ability to conduct independent research and to collaborate with peers improved, along with the quality of work. I agree with the conclusions of the researchers because I have seen all of theses things proven first-hand in my own classroom. My school has a 1:1 laptop initiative, and we have seen the same conclusions. The laptops encourage student motivation and engagement, while providing many helpful resources for teachers and parents as well. The benefits of having the 1:1 laptop initiative have proven to be an instrumental tool in my classroom and in classrooms across the country.

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

The article poses the question of “What comes next?”. How will technology change in the coming years? It suggests that we begin researching different methods to be used in order to meet the educational needs of future students. I agree with the idea of researching what is next. We need to know what to expect from the world of technology, so we can better understand how to equip students in years to come.

This is a link to a website that features an article that helps prepare teachers for the implementation of 1:1 laptop initiatives.

http://thejournal.com/articles/2010/07/21/prepping-teachers-for-a-1-to-1-laptop-initiative.aspx

The 1:1 laptop initiative is a great resource for students, teachers, and parents! It is an irreplaceable tool in my classroom! #ED505UWARAY
— Kristen Walker (@kristenwalker81) June 18, 2013

Digital Citizenship

Digital citizenship refers to knowing and understanding how to properly use all types of technology that are present in today’s society. There are many benefits and opportunities that are made available by technology today. However, it is crucial that all technology users are informed and cautious about the potential dangers as well. The course text discusses issues with technology “in four areas: societal, educational, cultural/equity, and legal/ethical” (Roblyer & Doering, p. 13, 2010).

There are some risks that accompany technology that could affect the quality of life. Spyware is one of the dangers/issues when dealing with technology. The course text defines spyware as “software that is placed on a computer without the user’s knowledge for the purpose of gathering information about them (usually to sell to marketing firms)” (Roblyer & Doering, p. 13, 2010). Before reading chapter one of the course text, I had never been exposed to spyware or its capabilities. It is important for us, as technology users, to learn all of the advantages and disadvantages of technology use. As a frequent technology user, it is essential that I am aware of programs such as spyware and the different types of “malicious software” that could hinder the use and function of my computer.


The overuse of technology can also create problems for its users. Roblyer and Doering state “that very high use of computers correlates with health issues such as higher body mass and lowered physical activity” (Roblyer & Doering, p. 16. 2010). It is a high concern of schools today to help control obesity levels in children. This is seen from the healthy choices of snacks given by the snack machines, and also by the choices of food students are given in the lunchroom. Although diet plays a crucial role in staying healthy, it is also important that physical activity not be overlooked. Computers are not the only type of technology that affects the physical health of users, specifically the younger generation. Video games, cell phones, and other electronic devices also aid in keeping users sedentary instead of engaged in physical activity. Of course, we cannot and should not stop using technology; we just have to learn how to successfully integrate it into our daily lives so other areas of our lives, especially our health, are not neglected. There is no doubt that social networking has become an integral part of the technology world.

Although many aspects of social networking are advantageous, there are some risks that go along with it. Cyberbullying is one of those risks. Roblyer and Doering define cyberbulling as “online harassment in social networks [that] is a growing concern that mirrors similar bullying on school campuses” (Roblyer & Doering, p. 16, 2010). As a classroom teacher, I have been given sufficient information on how to identify different signs of bullying. Students that have been bullied, whether in person or through online harassment, tend to show signs such as lower grades, desire to skip school, depression, and other changes in behavior. Cyberbullying is an issue linked to social networking that has shown no signs of stopping; in fact, it has continued to get worse. For this reason, it is important that students are taught the correct ways to use social media and technology in general. Technology is an integral part of today’s society, and it is imperative students learn to successfully incorporate it into their daily lives because it will only become more prominent. However, it is equally important that students, as well as all technology users, learn to be good digital citizens.

This is a link to a website that presents and discusses the nine elements of digital citizenship.

http://www.digitalcitizenship.net/Nine_Elements.html

References

"Overuse of Technology Linked to Changes in Teens Mental Health." Birmingham Maple Clinic.

                 

Retrieved from  http://www.birminghammaple.com/7931/bmc-blog/overuse-of-technology-linked-to-changes-in-teens-mental-health/    

Roblyer, M. D., & Doering, A. H.  (2013).  Integrating educational technology into teaching. Boston, MA: Pearson Education, Inc.            

"What Is Cyberbullying." Home.

Retrieved from http://www.stopbullying.gov/cyberbullying/what-is-it/index.html

"What Is Spyware?" What Is Spyware & How to Prevent It.

Retrieved from http://www.microsoft.com/security/pc-security/spyware-whatis.aspx

As an educator, it is crucial that I give my students all the information and tools they need to be good digital citizens. #ED505UWARAY
— Kristen Walker (@kristenwalker81) June 11, 2013

My Favorite Classroom Technology

Technology has proven to be an irreplaceable tool inside my 8th grade English classroom. At my school, we are fortunate to have what is called a one-to-one laptop initiative. This means that students are issued a laptop from the school each year that is theirs to use for the duration of the school year. Students are given a laptop, a case, and a charger that they are allowed to take home with them every day. The laptops are used in many ways in all of the students' classes. As a classroom teacher, the one-to-one laptop initiative has proven to be very influential in engaging my students in learning. 

In my classroom, I have multiple uses for the students' laptops. Along with the laptops we have an online learning system that allows us to communicate with students as well as parents. I post weekly lesson plans to our learning system, and that is made available to both students and parents. Also, because of the individual laptops, I am able to post online practice related to what is being covered in class, whether that be grammar or literature. I also use the laptops to allow students to take some of their tests. It allows me to save paper, and allows my students to have immediate feedback on their assignment or test. Individual laptops have also proven instrumental in teaching the research process. Having laptops inside the classroom makes it possible for my students to conduct their research in their typical classroom environment, which eliminates confusion and helps keep the research process in order and everyone on task. This specific classroom technology also makes it possible for me and my colleagues to collaborate on cross-curriculum projects. As our course text states, John Dewey "believed that curriculum topics should be integrated, rather than isolated, since teaching isolated topics prevented learners from grasping the the whole of knowledge" (Roblyer & Doering, 2010, p.51). As educators, it is crucial that we not limit learning opportunities for our students. 

Individual laptops also help appeal to students with various learning styles. I have found that integrating the use of laptops into daily lessons helps keep students attention (which is not always easy in a room full of 8th graders), and can also be used as a form of reward. The course text states that "when students are self-motivated and have the ability to structure their own learning, the most desirable method is often the one that offers the fastest and most efficient path" (Roblyer & Doering, 2010, p.49). I have found the laptops beneficial for those students that are self-motivated learners, as well as for those who are not. Laptops allow students that are self-motivated learners to go above and beyond the class requirements and give motivation to those students that often seem less than enthused. As stated by Roblyer and Doering, "technology's visual and interactive qualities can direct students' attention toward learning tasks" (Roblyer & Doering, 2010, p. 25). I have observed this in my own classroom. For some reason, that laptop seems much more appealing to most students than a traditional pencil and paper. 

This is a link to a website highlighting the benefits of one-to-one laptop initiatives, such as strengthened teaching and learning. 

http://www.edc.org/newsroom/articles/new_study_large-scale_district_laptop_initiative_shows_benefits_one--one_computing

This is a link to a PDF that discusses the goals of one-to-one laptop initiatives, issues to consider about implementing one-to-one initiatives, as well as information about successfully implemented one-to-one initiatives. 

http://i.i.com.com/cnwk.1d/html/itp/K12WhitePaperHiResFinal05.pdf

This is a video that emphasizes the benefits of one-to-one laptop initiatives, such as strengthened teaching and learning. 

The 1:1 laptop initiative has been an instrumental tool in keeping students engaged and parents involved in classroom learning. #ED505UWARAY

— Kristen Walker (@kristenwalker81) June 4, 2013