Twitter

My experience with Twitter this semester has been great! I have had the opportunity to make several professional connections through this social media site, which has been insightful. It also helps when trying to stay abreast of relevant educational topics! I have really enjoyed making the professional contacts on this forum. As well as exploring all of the ideas that other educators are incorporating within their classes. My top three would have to be Vicki Davis, The Education Trust, and Great Schools. I will continue to use Twitter in my classroom as well. I think that it will be an interesting way to start students thinking about various units throughout the semester. I also think it will be an excellent way to announce upcoming timelines and dates throughout the semester to help remind students of upcoming deadlines.

@plnaugle @kti_traci great voice thread idea! Using iPods! #ED5059413UWA

— Becky Alexander (@BeckyACCHS) July 16, 2013

@NEAToday @WideOpenEd check out these techniques......#ED5059413UWA

— Becky Alexander (@BeckyACCHS) July 16, 2013

Assistive Technology Assignment

Mild Disability Students with mild disabilities can vary on the spectrum from learning disabilities, emotional issues, to mentally challenged. The most important areas of focus when dealing with students with mild disabilities are reading, writing, memory, and retention (Roblyer and Doering, 2013). Many of these students have issues in only one area of the course of study (Roblyer and Doering, 2013). Common assistive devices for these students are the NEO Writers. Below is a website that can be helpful for students with a mild disability that focuses on math remediation. http://www.mathplayground.com/games.html Moderate & Severe Disabilities Students with severe disabilities oftentimes have issues in several areas of the core curriculum. Many students that are affected by severe disabilities must focus on daily living skills (Roblyer and Doering, 2013). Teachers working with these students will need a vast array of assistive technology in order to best meet their needs. Alternative keyboards are one of the common assistive devices when meeting the needs of students with severe disabilities (Roblyer and Doering, 2013). Listed below is a link to software that helps in servicing students with these special needs. http://www.jubalearning.com Physical Disabilities Student’s affected by a physical disabilities can have difficulties with fine or gross motor movement (Roblyer and Doering, 2013). Assistive technology can include the student’s wheelchair or any type of modification to aide in the student’s learning process. Students with severe disabilities may have wheelchairs that are outfitted with several devices that help aide the student complete daily tasks. Listed below is a link that aide’s students with severe disabilities. http://www.especialneeds.com/solutions-students-with-severe-disabilties-software.html Sensory Disabilities Student’s that are affected with hearing or vision loss or impairment have various assistive technology devices that aid in their academic performance. Some of the more common devices for students dealing with vision impairments are canes, print conversions, and screen readers (Roblyer and Doering, 2013). Those affected by hearing loss may have access to FM amplifiers within the classroom setting (Roblyer and Doering, 2013). Listed below are two links that provide aide for hearing or visionary impaired students. https://www.microsoft.com/enable/guides/vision.aspx http://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.aspx At Risk Behaviors/Students At risk student populations may need a variety of assistive devices and those devices can differ greatly. Some student’s may simply need access to the Internet while others may need more comprehensive remediation techniques in order to compete globally. Listed below is a resource that can help aide at-risk students. www.google.com Gifted & Talented Students that are intellectually gifted can greatly benefit from a variety of assistive tools. These tools are meant to help with scaffolding and expand concepts taught within the classroom. Ultimately, these tools encourage creative thinking, brainstorming, and problem solving (Roblyer and Doering, 2013). An amazing device that gifted and talented student’s seem to excel with are the iPad. Listed below is a software tool beneficial when facilitating gifted and talented students. http://www.apple.com/ilife/imovie/

Social Bookmarking Assignment

Web 2.0

This weeks assignment as you can see below related to incorporating Web 2.0 resources in the classroom. I think that the Glogster tool as well as the Animoto tool will be very helpful. I like the Glogster because it is interactive and can be all encompassing with each unit being taught. The textbook Integrating Educational Technology into Teaching the organization of such sites created by the instructor is critical to their success (Roblyer and Doering, 2013). I really appreciated the fact that you could choose from ready made layouts and the appearance was professional. Globster allows for high student interaction which research suggests tends to move students' performance (Roblyer and Doering, 2013). This is a vital component according to Roblyer and Doering. I also feel that the animoto will be a web resource i will use again to present short pieces of important information. I loved the fact that it can be used to communicate projects for various classes and allows to have visuals while also viewing requirements. I think this site can also be critical for demonstrating step by step procedures for repetitive labs. This strategy is also noted in the textbook as a great tool for students when the assignment or procedure will be repeated throughout the class (Roblyer and Doering, 2013). I also used Big Fat Labs to create a motivation poster but feel that Glogster and Animoto will be more conducive to the courses and levels that I currently teach. Check them out and let me know what you think.......

Big Huge Lab Creation

Chemistry Project

Chemistry Project

Glogster

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23 Creative Apps

23 Creative Learning Apps http://t.co/XGL2R3oRnB via @teachthought These 23 will help anyone get started! #ED5059413UWA
— Becky Alexander (@BeckyACCHS) July 2, 2013 ">

Apps, apps, & more apps!

I love apps! Apps by far have revolutionized my science classroom! As I have posted in earlier blogs all my classes are divided into small groups and rotate each day. This allows me to to incorporate direct instruction that is individualized to each group. When the students are not on their groups direct instruction day with me they are using the classroom iPads to complete other assignments. If at all possible I try to require that all assignments are completed using the word processing and productivity software because of its benefits for the students (Roblyer and Doering, 2013). I use the iPads to incorporate whole concepts but assign various assignments to complete each week based on the unit. One assignment is always based on research this allows students to discover information related to the standard on their own. The search engine I like to introduce to students is Google so that I can teach students how to utilize the advanced search engine option as noted in chapter seven (Roblyer and Doering, 2013). The second is to use the iPads to complete virtual labs that are based on the standard being taught. Once students have completed their lab for the week they also have to complete their lab journal in which they use Excel to document the results of their findings from the lab assignment. This is a vital tech tool to help students analyze their findings (Roblyer and Doering, 2013). The third incorporation is required reading. Each class I teach has a required book they have to read and complete chapter tests on each. Using computer based testing for these weekly tests are definitely an asset in the fact this type of testing helps lessen the load for frequent testing (Roblyer and Doering, 2013). The books are loaded onto their iPads and students can complete their weekly required reading throughout the week. The final incorporation is video/article responses. Students use the iPads to view either an article or video and respond using using the article or video critique form. Listed below are just a few apps that I incorporate into daily instruction. One app that I like to use and the students complete for me is TeacherKit! It allows you to customize your rosters and easily take attendance and participation records daily! The second app that has become a lifesaver in my chemistry labs is PBS: Hunting the Elements! This app has forever changed the look and feel of the traditional periodic chart! The third app that I like as an intro hook is Science 360! This app has fascinating articles but the pictures are definitely great hooks to get instruction started. As always one of my absolute favorites is the Kahn Academy app! It provides students with immediate remediation to concepts that may not be clear using direct instruction. This video discusses the use of iPads in the science classroom. They are great in facilitating labs and research but the Brain Genie app focuses on individual student achievement! Great resource!

Instructional Software

This weeks blog focuses on instructional software and its incorporation in the classroom. As noted in previous blogs, research suggests that classrooms incorporating an increased amount of technology indicates significant gains over classrooms using tradition teaching methods (Roblyer and Doering, 2013). This is why it is imperative that teachers not only understand the implications of incorporating technology in their classrooms but also feel at ease using technology as a teaching tool (Roblyer and Doering, 2013). There are several different types of instructional software that facilitate learning in the classroom. The link below helps educators to make sound decisions when initially selecting software to use. One example would be drill and practice software.This type of software focuses on allowing the student to practice a skill that has already been taught through repetition. I currently teach and science and like to incorporate a software that is designed to help students working on chemical conversions have repeated practice and reinforcement of the skill taught in class. Listed below is the link that I use. I divide my classes four days a week into different groups and within the first two to three weeks students become family with what their group will be doing each day. One group is assigned to small group instruction with me on the standard being taught while another works on a hands on lab, the third focuses on research and online labs using iPads, and the last group is assigned a concept map and educational clip reinforcing and scaffolding the concept. So when I teach chemical conversions this would be the link I post for the groups using the iPads that day! I really like this software because it gives instant feedback and allows for me to facilitate if needed. The second example of instructional software is tutorial. Tutorial software is based on a specific topics that corresponds with the standard being taught (Roblyer and Doering, 2013). As posted in a previous blog my favorite tutorial software is Kahn Academy. Kahn allows the student to choose the specific standard where remediation is needed and allows for a one on one experience to help reinforce curriculum already taught. One group assignment weekly in my class deals with student research. Students use a research guide that helps prompt students to engage in exploratory research. The first prompt on the research prompt directs students to the Kahn Academy as a refresher to the material taught within the small group. The third example of instructional software is simulation. The simulation techniques is simply the computerized model of a real or imagined concepts that helps to teach the real world application to the concept (Roblyer and Doering, 2013). I incorporate simulation labs weekly as well. This has been a great resource in my classroom because I teach science and simulation labs help to save an enormous amount of money each year. The link listed below is a simulation lab I use in environmental science that student enjoy! The fourth example of instructional software and my students favorite is instructional games! Instructional games help to incorporate a competitive component to learning. This is an excellent review for standards being taught that allows students to become engaged and compete against themselves, as a group, or the class as a whole. From a teachers perspective my personal favorite is "Who Wants to be a Millionaire" but the students seem to prefer "Jeopardy." The link below allows the teacher to select the game of choice and allows teachers to modify as needed. The fifth example of instructional software is problem solving software. Problem solving software is designed to facilitate the learner with their problem solving skills (Roblyer and Doering, 2013). Virtual labs are a great resource for any science classroom and they help facilitate the learner with problem solving skills. Virtual labs allow the the learner to easily manipulate the independent variable in given science experiments and give them real world examples of how the manipulation of a single factor can change the outcome all together. I have embedded the link below to one of my favorites. The final example of instructional software examined is integrated learning systems. Integrated learning systems are online software systems that provide computer based learning, track, and report progress all online (Roblyer and Doering, 2013). Integrated learning systems are great for distance learners and allow the learner to self pace their learning. One that I'm currently becoming familiar with but have yet to integrate in the classroom is Moodle. The link below is the homepage to Moodle. In conclusion, instructional softwares used in classrooms vary based on individual student needs. Software used is usually based on the course of study being taught. The most imperative point is that we actually incorporate these technologies in our classrooms. Incorporation is essential due to the student's success when technology best practices are incorporated in or classrooms. http://www.educationworld.com/a_tech/tech102.shtml http://www.sciencegeek.net/Chemistry/taters/Unit0Metrics.htm http://www.khanacademy.org http://glencoe.mcgraw-hill.com/sites/dl/free/0078759864/383928/BL_04.html http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT08/CT08.html https://moodle.org

http://t.co/s1RIuKvk4n Thanks @education_world Great place to start when incorporating software in the classroom! #ED5059413UWA

— Becky Alexander (@BeckyACCHS) June 24, 2013

http://t.co/s1RIuKvk4n Thanks @education_world Great place to start when incorporating software in the classroom! #ED5059413UWA

— Becky Alexander (@BeckyACCHS) June 24, 2013

Savvy Technology Tips

http://t.co/RmXYlHf7Pi Thanks @education_world Find techniques you can us to thrive in a tech savvy classroom! #ED5059413UWA

— Becky Alexander (@BeckyACCHS) June 18, 2013

How to Thrive in a Tech Savvy Classroom!

http://www.educationworld.com/rss.shtml

One on One Computing

This weeks blog pertains to one on one computing. I found this to be of particular interest because I am a science teacher. As educators we are often given the task of incorporation of technology with blinders on so to speak. Without knowing the "big plan" or technology vision of our educational facility (Roblyer and Doering, 2012). The article reviewed this week takes a much closer examination of the data behind a lot of theories that are incorporated throughout our classrooms. Although, many of us integrate various technologies within our classrooms the effectiveness can be driven by many factors! 1. Provide the complete article title and author. Drayton, B., Falk, J., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After installation: Ubiquitous computing and high school science in three experienced, high-technology schools. The Journal of Technology, Learning, and Assessment, 9(3), 1-57. 2. State the intended audience. (What is empirical research and how does it help the classroom?) Empirical research is a way to gain quantitative and qualitative information through observation or experience. Empirical research is especially useful in the educational setting because it applies hypothesis testing and techniques to authentic learning environments. This type of genuine reearch povides valid data that allows educators to determine if the outcomes and gains implied by the data are really worth the implementation of the techniques being researched. The intended audience for this particular audience would include anyone working in a K-12 educational environment with a particular focus on the sciences (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). 3. What is/are the research question/questions or hypothesis/hypotheses? 1. In schools with established, ubiquitous computing environments, what technology tools were employed with what frequency, and what was the percieved value of each? 2. How does the technology add value for science education in these schools? 3. What challenges did teachers encounter in using their technology suite in their teaching of science? 4. Describe the subject (participants) and the procedures (methods) used by the researcher(s)? The participants used in this three year study were from three different schools. The first school was a public pilot school with aproxametely 300 students from racially and economically dverse communities. The school is a rural public high school that serves 419 students from seven surrounding rural towns in a fairly new facility that incorporated a technology plan. The school’s popultaion is 98% caucasion with the median income within the third lower for the state. The final school included in the study was a private school where 80% of the study population are boarded from 33 different states and 12 different countries (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). The first goal of the research team was to acquire a comprehensive understanding of the individual school’s technlogy plan, the goals technology was intended to meet, as well as the projected benefits for both teachers as well as the students. To add validity to this research study the technology coordinators were also asked to provide feedback concerning the implementation of technology within various categories. Information obtained was parallel with each schools outline from adminstrative intervews and planning documents (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). The research is based on both quanitative and qualitative data gained over the three year span and incorporates data from the 14 high school science teachers from the three different schools. The data was collected using various research techniques including: teacher questionnaires, teacher logs, student questionnaires, focus groups, vignettes, teachers’ review, observations, interviews, documentation, and data anlysis (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). 5. What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position. The research from this study indicated that teacher and student use of technology was not attributed to technology access but to individual teacher practices. This also reiterates the critical need of encompassed within the organization to understand the ”big picture” (Roblyer and Doering, 2012). When reviewing how widespread computing benefits science learning outcomes the most noted benefit indicated by the research was the incorporation of the Web within the classrooms. The incorporation of images and videos from the Web were noted as well. The most commonly used data tool was Excel. Yet, the incorporation of speadsheets within the curriculum was rare. As far as challenges and henderinces encoutered by the teachers within this study most reported continued techinical issues as well as the time needed to access and review new resources incorporated (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). This type of sunstantial teacher investment and teacher traing was also noted as one of the keys to making it a practice within the classroom (Roblyer and Doeing, 2012). 6. What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest? Upon refelection, the authors note several suggested areas for future research. The first is the implementation of one on one laptops for all as well as access to the Web for all. The second, is that even though all three schools are vastly different in both their demographics and sicioeconomic factors the individual students technology skills did expand once student skill and interest was peaked. The third, is that although each teachers pratices differed greatly their incorporation of technology within the classroom did to some extent dictate the mastery level taught for the most part. The fourth and final, incorporates the school as a whole and its cohesiveness concerning the implementation of technology throughout the building is parallel with and key to its incorporation within the classroom (Drayton, Falk, Stroud, Hobbs & Hammerman, 2010). Research also suggests that schools offering continued technical assistance, professional development, and teachers willing to try and implement the technology had the greatest impact ( Roblyer and Doeing, 2012).

This weeks project focused on digital citizenship. Before this project I had no clue as to what digital citizenship was or the importance it plays in the daily instruction of our classrooms. After my initial research I felt that it would be best to focus on the implementation phase directed towards faculty and staff. My research focused primarily on the digital divide, technology funding, and best practices associated with digital citizenship. Digital citizenship is the digital or technological divide that exists between many of our students. More often than not this divide is based on the student's socioeconomic status (Roblyer and Doering, 2013). This has now become an imperative topic because more and more research now indicates students who have access to technology and know how to utilize it appropriately within the classroom setting show the most notable gains. Although, the research is clear that the incorporation of technology within the classroom is essential for student success the funding is difficult to say the least. Oftentimes, social factors dictate education and with the economic downturn in the United States as of recent it has made funding a basic education an enormous responsibility (Roblyer and Doering, 2013). Once funding technology is thrown in the mix as well it becomes a force to be reckoned with. Yet, with many advocates of personal computing within the classroom its importance is gaining more attention to the lack of funding allocations towards technology (Roblyer and Doering, 2013). Determination is critical when seeking funding. With enormous research, design, and implementation it is feasible to incorporate this vital component in the classroom. Knowing that the incorporation of technology is a key to a student's academic success it is only fitting that best practices associated with technology are explored too. The most helpful information to determine if best practices are in place with any type of technology used is to first determine if the technology being used is rich in content and curriculum and second that scaffolding is apparent throughout (Loverly & Moberly, 2012). It is also beneficial to determine the amount of gains student's reach with various technologies incorporated within the curriculum. In summary, it is important that teachers realize we are in an era of technological advancement. Technology is here to stay and that in order to educate our students on a global level we must continue to address digital citizenship and make it our mission to lessen the divide that now exists. This is the only way that we can ensure an equal education for all (Roblyer and Doering, 2013).

Digital Citizenship Project

Teacher I am now following... amazing tech stuff with incredible best practice techniques throughout! vickidavis.me#ED5059413UWA

— Becky Alexander (@BeckyACCHS) June 12, 2013

Cool Cat Teacher Blog: Karen Lirenman: Interview with outstanding K-2 Tea...

Cool Cat Teacher Blog: Karen Lirenman: Interview with outstanding K-2 Tea...: First grade teacher Karen Lirenman (@ klirenman ) has won the Kay L Bitter Award for innovative leadership in the K-2 classroom. She'll ...

Kahn Academy

The use of the Kahn Academy in the classroom is endless.  Kahn Academy was created by Salman Kahn, a graduate of MIT and Harvard, in 2006 and supported by the Bill & Melinda Gates Foundation.  With thousands of videos on various topics in all core courses students have access to individualized tutoring at their own pace! Research suggests that the integration of such technology based methods will offer students an advantage in the long run (Roblyer and Doering, 2013).
Student's that may need an extra remediation session to grasp the standard being taught can access Kahn Academy for free and search the site for the exact concept they need to review!  This is a great reinforcement for drill and practice assignments (Roblyer/Doering, 2013).  I also like to use specific learning modules from Kahn Academy to incorporate matching technilogy to curriculum needs (Roblyer/Doering, 2013) with what I have already taught in the classroom too.  The student simply hits the play icon and let the learning begin!  This is really beneficial when students do not have access to the classroom teacher and need to see the concept 'one more time' before they feel comfortable working indecently.

My Favorite Tech Tool in Classroom.....Khan Academy: The future of education?

http://www.greatschools.org/students/summer-activities/68-summer-learning-activities-that-are-practically-free.gs

Summer Fun!

Summer at last!  Favorite past-time.... water, sun, & travel!