Technology for Student Learning

How does technology drive student learning?  What is the role of technology and assessment?  What tools are out there for teachers to use?  There are many questions when it comes to using technology and assessment to direct student learning.  Here are some facts to get people thinking about technology as the way of the future:

• There are already over 20 000 educational apps on the Apple App store 
• The Technology and Learning Fund will give Ontario schools 150 million dollars over 3 years
• Educational Apps are available in a variety of languages
• Free apps can be downloaded and used on multiple devices 
• Ontario schools are mandated to use technology - it is no longer an option!

So how will technology help?  Take a look at my previous post about assessing with technology to learn more about some of the ways technology can be beneficial for teachers and students.

In the following slide presentation, take a look at some commonly used programs and how they can be used for assessment.  Keep in mind, there are many other options out there and it is important to choose a tool that fulfills your needs and purpose.

Still looking for more ideas?  Try these:

• Students use their cell phones to communicate their understanding
• Students can Tweet their learning (requires them to be succinct) 
• Use social media to give students a voice and gauge their understanding
• Students can collaboratively create slide presentations

Share your thoughts on other tools and strategies that you have used to assess and drive student learning!  I'd love to hear from you :)

Assessing with Technology

Assessment.  We just can't avoid it.  Here are some quick thoughts to think about in regards to using technology to aid with assessment.

Pros:

• Fast and efficient
• Computers can provide instant feedback for multiple choice, fill in the blank, true/false questions and more with little to no error
• Can save time for the teacher
• Technology can be used to create portfolios, take pictures of student work, keep exemplars for future use and more
• Allows for feedback
• Both teachers and students can easily provide timely feedback using tech tools (voice recordings, comments, video etc)
• Results can be shared with parents
• Teachers can easily use technology to share student work with parents via email or other tools
• Open communication is essential for parents to stay in the loop of their child's learning

Cons:

• Cost - schools have to have technology available (iPads, voice recorders...)
• Teacher needs to be familiar with the technology/resources
• This can be frustrating for teachers who do not have the training needed to use technology effectively
• Students may disregard the need for improvement if they see the project as finished once it has a final grade attached and forget about it and move on

Questions to consider before assessing with technology:

1. What is it that is being assessed?
2. Does technology allow this to be effectively assessed?
3. What benefit does using technology to assess provide in this case?

Check out this really neat video about a high school teacher using cell phones to get a quick glimpse of her students' understanding.  It's important to remember that assessment should be ongoing and used to drive student learning and not just left as a summative task at the end!

Growing Success and Technology

The Growing Success document (2010) has radically changed how teachers in Ontario conduct and perform assessment in both the elementary and secondary classrooms.  But what does it say about assessment and technology?  You may be surprised to know that technology is actually mentioned twenty times in the document itself.  Let's take a look at the following sections!


Learning Skills = Pages 9-14

The first thing that stood out to me is that technology is specifically mentioned in the Organisation section of the learning skills.  It clearly states that the student is to, "identify, gather, evaluate, and use information, technology, and resources to complete tasks."  Consequently, incorporating and using technology is no longer a 'nice possibility', but mandatory.  I wonder how many teachers know this?

Further along, the The Definition and Selection of Competencies (DeSeCo) Project speaks to key competencies that students need to be working to develop.  Globalisation and modernisation are creating an increasingly diverse and interconnected world. I appreciate the quote indicating that in order to "make sense of and function well in this world, individuals need, for example, to master changing technologies and to make sense of large amounts of available."  This is coupled by the importance of showing students how to use technology interactively in order to be 21st century-savvy.

The Achievement Charts = Pages 20-25

In the primary (grades 1-8) Achievement Chart, technology is mentioned in the Application section of the rubric.  Specifically, students need to be able to apply their knowledge and skills in familiar contexts including the use of technology.  Again, this reiterates that technology is no longer optional in the Ontario classroom.

In the Science & Technology chart, technology is again mentioned in the Application section but students need to be able to make connections between science, technology, society, and the environment.  They also need need to be able to propose courses of practical action to deal with problems relating to science, technology, society, and the environment.

Still wanting to hear more?  Check out page 80 to learn more about E-Learning policy, or the English Language Learner section beginning on page 75.  Happy exploring!

Assistive Technology Popplet

The AT Triangle

When it comes to assistive technology (AT), there is an evident triangle in what is available for students.  However, it is important to remember that regardless of the student, each and everyone is entitled to a safe, caring, respectful, and positive classroom environment.  As Ontario Certified Teachers, we have the responsibility to provide students with the best that we can offer.

Take a look at the image below to see some highlights of the DSBN's Assistive Technology resources as they pertain to students.  For more information, please visit:  http://www.dsbn.edu.on.ca/supportservices/SE/technology.html

LRT Interview

An Interview with a DSBN LRT (learning resource teacher)

How can students receive Assistive Technology (AT) support?

- if a teacher finds that a student has the need they can provide computer options or taped responses at their discretion depending on the need and what is available
- if a student requires it as an essential tool, they must be on an IEP which indicates this as it will become part of their SEA claim application
- we fill out a SEA claim for what they would need (there is a variety of tools) and then if approved the funding goes towards that tool but it can only be used by the student it is assigned to or if another student is named on the app

Can anyone get Asstive Technology professional development? 

- if the board offers it, yes. I know our board had a few PD sessions this past year for a few different technologies or softwares
- for SEA claims, a resource from the board comes to train the staff involved and the student - I would imagine if another teacher wanted to sit in they could

What is the most sought after AT tool? 

- I'm guessing a personal computer/laptop for word processing, Word Q/Speak Q or Kurzweil. 

What tools do you need more of?

- Not sure on this but I've put below what I think might be helpful:

• software: Word Q/Speak Q (this would be great for us particularly as the new version can interpret French!!!)
• Kurzweil on all computers
• headphones
• personal laptops

What tools are being replaced with online (free) application):

- I would imagine some of the software is being replaced by increased use of Google Read and Write - I think they are working on coming out with a French version as well

Shifting gears ...

Assistive Technology (AT) is a vital component to helping students with exceptionalities achieve success.  This past year, I had a student in my class who used a laptop with a variety of tools to assist her in completing daily assignments, produce voice recordings, and conduct research for a final project.  Without the laptop, these would have been challenging tasks for both her and I to work through.  However, she gained a lot of confidence from having the computer, and her classmates were highly respectful of her laptop use.  On the other hand, it does make me wonder what may happen if a student does not receive the needed AT until a later grade.  Making fun?  Exclusion?  Bullying?  I am glad that this student will have access to her laptop throughout the years and her peers will find it completely normal that it sits on her desk for daily use.

Keeping Students Safe Online

As teachers who actively use technology to support student learning, it is important to know what legal and ethical issues are tied to our 21st century practice.  In a previous post, I discussed the 2 policies currently in place in the DSBN.  They are centred around digital technology use in schools both by teachers and students.  But what role do we as educators have in actually teaching safe and proper use?  I personally believe that if we use it, we ought to teach it.  And even if we don't use it in the classroom (why you wouldn't be would be using it is a whole other topic!), the majority of our students are plugged in and connected elsewhere.  Therefore, I have come up with a couple of my own ideas about what students should understand with regards to internet use:

Primary/Junior or "Internet to Play"

• Do NOT share personal information online (name, phone number, address etc.)
• Talk to your parents/teacher about your online activity - it is important to be open and honest in order to stay safe
• Follow school/home rules when using technology - use only sites/programs/apps that you have permission to use
• Edutopia has a lesson plan for teaching internet safety to younger children

Intermediate/Senior (Same rules as above PLUS) or "Internet to Interact"

• Commit to ethical online use
• Do not engage in cyberbullying acts (spreading gossip, posting inappropriate or private information about others etc)
• Only post information that you are comfortable having the whole world know about yourself - don't forget to think long-term (future employers etc)
• How to protect your information and computer (security tools, viruses, spyware, spam)
• Recognize that they are in charge of their digital footprint and their online presence

Here are some resources for teaching online safety:
NetSmartzKids - games/videos for primary aged children
WoogiWorld - uses interactive missions to teach students about online safety
ATT - help Captain Broadband keep the community safe

Parents!
Want to know what your child is using?  Check out this great list of games, apps, and social networking sites for a quick synopsis, FAQs, and more to stay informed with online trends.


Still looking for more information about online safety?  Check out ESchoolNews where you will find an excellent article about 10 Ways Schools are Teaching Internet Safety. 

So what do you think?  How is the world that our little "digital citizens" live in going to influence them and what safety measures do they need to be aware of?  And who has to teach them???

Policy (In)Consistencies

Policies.  Guidelines.  Rules.  One may think that school boards in Ontario all have to follow the same requirements in regards to technology use; however, this is not the case.  Policies and guidelines differ from board to board, school to school, and even from class to class.  What are the implications of these inconsistencies?  I have briefly outlined my thoughts below.

Benefits of diverse policies:

• Allows for teacher freedom
• Customizable to the board/school/class
• Addresses the individual differences in the community
• Plays to teacher-strengths

Barriers of diverse policies:

• Inconsistent regulations
• Can be frustrating for families who move 
• What is deemed acceptable in one place may not be in another
• Some may feel disadvantaged if they are not able to use the same tools as others

What do you think?  Should there be consistency?  Weigh in on the poll on the side of my blog!

Math - Mistakes and Communication

What are the purposes of mistakes/problems when learning math?

• Teachers can determine where students need support
• Learning is a messy process and so if no mistakes are occurring, then learning is often not happening at an effective rate
• Students learn from each other by explaining their thinking and then being challenged and encouraged by the teacher/peers through feedback
• Ultimately mistakes allow for a deeper level of understanding
• “I haven’t failed; I have just found 10,000 ways that didn’t work” - Thomas Edison

How do I develop math communication skills in the classroom?

• Teach students how to talk about math (questioning, explaining)
• Creating a math word wall of key language 
• Use stories to help teach concepts - primary students love being read to
• Use oral and writing prompts such as "Show me how you..."
• Model math speech through think-alouds
• Create math tasks that are worth talking about/discussing (rich tasks)
• Provide wait-time after asking questions
• Teach cues "thumbs up/middle/down"

Teaching Modern Math

"One of the biggest challenges for teachers is trying to teach mathematics in ways they did not experience as students" (Literacy and Numeracy Secretariat, 2010b)

Boy is this quote accurate!  As someone who did well in math because she was a great memorizer/robot, I really struggle with the new problem solving/inquiry approach to teaching and learning math.  However, here are a couple things that have helped me along my math journey:

1.  Finding an outstanding math mentor
I am very fortunate to be working alongside a grade partner who is exceptional when it comes to teaching math.  He has been extremely helpful in encouraging me to try new approaches and not revert back to my old ways without being pushy.  Reflecting on my year, I'm sure there were times that I taught math in ways which would have driven him nuts, but having his support and guidance was instrumental in my own learning.

2.  Using new resources
It's hard to revert back to old practice when you are using resources that don't let you!  For example, I found that using strings and Fosnot lessons really set me on the right track for teaching math in new ways.  While I admit that there were days when I taught using old methods, the majority of my math periods were done in a way I can feel proud.  Another new resource that I dabbled with this year was MinecraftEdu.  My only regret is that I hadn't gotten on board with it sooner!  What an incredible way to let students engage with math and explore in a context and world that they connect with.

3.  Ongoing Professional Development
I still have a lot to learn.  While I have made some good leaps with my math program, I am aware that I still have a lot of questions and unknowns when it comes to teaching with new approaches.  I am looking to connect myself to more math communities where I can participate as someone who is willing and open to trying new things in order to learn from the best.

Reflex Math

Reflex Math is a website geared towards obtaining math fluency through fact recall.  While it does have several benefits, it is certainly not in line with the new shift in how we are to teach math.  Here is some more information:

Positives about Reflex:

• Engaging - students can create their own avatar and enjoy using online games to learn
• Adapts to the student (if they consistently struggle with 2 x 5, it will show this fact more so that the student memorizes it)
• Effective in developing and reinforcing fluency (students are able to recall their math facts quickly)
• Parents can create accounts to monitor their son/daughter's progress

Negatives about Reflex:

• Does not teach concepts!  Strictly focused on fact recall and speed
• Follows US curriculum standards so grade levels are not perfectly aligned
• Lab time is required for students to use the site (can be an issue in larger schools or schools without an abundance of technology)
• Very independent - no collaboration or discussion since students need to be focused on their own screen to ensure speed and accuracy
• No problem solving or explaining of concepts if they are not understood (students may know 3 x 5 = 15 but they do not know what that means)

As a result, this is not a website that I would have my students use to learn math.  However, I may allow them time on the site to reinforce concepts that are already clear to them as I do value fact automaticity.  For these reasons, I would give this website 3/10 stars.

The Classroom Environment and Math Instruction

A quick Google search reveals hundreds of articles discussing the importance of creating a positive classroom environment to optimize learning - some with an emphasis on math and some of which were more general.  Here are a couple articles that I found to be particularly interesting coupled with my own thoughts below:

Edugains
-establish positive attitudes and beliefs about math
-support risk-taking by ensuring a positive classroom community
-provide physical spaces for collaboration, manipulatives, technology etc
-collaboratively construct class norms (especially important if math is taught on rotary)

Learn Alberta
-address students' preconceptions and discover what they think and know to be true
-organize knowledge around big ideas and important concepts
-focus on why math is important and provide lots of opportunities for students to engage in deep thinking
-encourage a class culture of respect


Education - Alberta 
-teachers should model think-alouds, precise language, and written records
-teachers need to have high, but realistic, expectations of the students
-differentiation of tasks and multiple entry points is key
-implement rich, meaningful tasks (open-ended problems, questions with multiple solutions etc) to make real-world connections
-use probing questions to engage student thinking
-represent math in a variety of ways
-teacher needs to be available to work one-on-one and in small groups
-intentional use of technology to facilitate learning

So why is this important?  Students need to know that:

• they are valued as learners and can work collaboratively with their peers
• they are supported if they make a mistake and are encouraged to take risks
• they have choices in their learning and need to take responsibility for their actions
• everyone in the classroom is important and need to be valued and respected
• sometimes they will struggle, and that's okay
• they can learn math

Once this climate of learning has been established, students will be in an environment that fosters learning and gives them the confidence they need to achieve success.  Without this positive environment, learning is stifled and becomes stressful and pessimistic.  Consequently, the role of the teacher is of utmost importance in ensuring that all students will be able to learn and develop as mathematicians. 

Creative Commons Use

Here is a handout with some reminders for both students and teachers about using the Creative Commons.  It also has information about adding your own work to the CC and some helpful links if you need more information.

*Click image to enlarge

The Evolution of Math

From an emphasis on the '3Rs' to a way in which we can view the world around us in a logical manner, math has greatly evolved over the years.  As a result, our instruction of math has had to make significant changes to address the ever-changing nature of the "math beast."

Here are a couple of noteworthy changes:

"Then"	"Now"
Focus on basic computation	Emphasis on critical thinking/problem solving
“Drill and Kill method”	Use of manipulatives
Memorizing rules and succinct way of solving problems	Experiential learning
Being successful meant that you were a good robot	Focus on thinking and understanding concepts
Predominantly individual tasks (little to no discussion/group work)	Specialized math courses (economics, engineering, physics)
Math taught in isolation	Math is interwoven into all subjects

What new understandings have emerged?

• Everyone can learn and be successful math
• Students may have different strategies to solve the same problem
• There are many ways of teaching math.  Here are a few used in the DSBN:
• Fosnot
• Strings
• Gallery Walks
• Group Work
• Teachers need to keep learning and attending workshops/PD events to remain effective math teachers and keep up with latest pedagogy