EDTECH 541: Spreadsheets Relative Advantage

Several benefits for integrating spreadsheets in the classroom stood out to me as I read Chapter Four. One of the benefits is clearly from a student perspective: the ability to add spreadsheets that can then create useful (and easy to read!) charts, graphs and timelines. The ability to make graphic displays of data is often a very powerful way to show both understanding by the student, as well as clearly explain concepts to others.  Being able to think about and answer "what if" questions as data changes and being able to quickly see results helps students develop logical thinking skills, and promote problem solving as well. The ability to change the data and demonstrate the accompanying changes to the timeline, chart, etc. is very valuable from a learning standpoint. In this case, for example, using spreadsheets to evaluate demographic data in a Social Studies class could provide valuable insight into comparing and contrasting nations, cultures, timeframes and more. The ability to easily generate charts that make visible data changes over time can lead to some extra critical thinking, communication and problem solving practice for students.

My subject matter area is high school biology, and (even though I don't teach that subject), it's easy to envision how collecting experiment observations, measurements, etc. via spreadsheet (or, even easier, via a Google Form) can lead to better record keeping, faster results, and more time to evaluate and truly understand the experiment and the outcomes.

In Math, used with care, spreadsheets can also remove some of the 'mundane' number crunching and replace that with some deeper thinking opportunities as students evaluate "what if" scenarios as the data changes. This can either be teacher led, perhaps more on the front end of a unit, or done by students as they delve into more complex mathematical constructs. This does assume that the students have learned the basic mathematical calculations that underlie the learning and are not using spreadsheets as a crutch.

As Roblyer and Doering noted, there is still a fear of "math" by some students (and, I would submit, some teachers too...). So, that would need to be overcome to ensure there is a level playing field in the classroom if the teacher wanted to utilize spreadsheets to support students'  deeper analysis and problem solving.

Here's my High School Biology - Spreadsheet site.

Thanks for any feedback you might have.


References



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

EDTECH 541: Relative Advantage of Presentation Software

Prior to my time in education, I worked in the high tech industry for many years, so I understand very much the Death by PowerPoint concepts brought forward in this unit. Having more than a passing knowledge of PowerPoint myself, I used some of that knowledge with my students when I first started teaching 15 years ago. At that time, I was attempting to convey middle grade Social Studies content on a 25 inch wall mounted monitor! Needless to say, I had to try my best to eliminate unimportant words in the presentations I provided to my students. In hindsight, it was a less than stellar attempt, in most cases. I learned much from that effort.

Fast forwarding several years, I took on the role of Vice Principal of a K-8 school, and tasked to develop a plan and train teachers in effective use of technology in the classroom. Part of this process included helping the teachers, and more importantly, their students, become effective users of Google Slides (aka "Presentation"). It seemed to be an ongoing, and slow, process to improve the students' results. I was somewhat amazed at what teachers would allow regarding this important - and potentially VERY effective- tool. I'm not sure what the reasoning was, but it did take several years of training before results at the middle school level were consistent. And even then, certain teachers never really wrapped their heads around it. By this point, I was able to successfully teach the students in my 7th grade Social Studies classroom the characteristics of a powerful presentation, so I knew the students at my school were certainly capable. I shared the rubrics I used and did my best to work with the teachers. The results came, but very slowly.

This is interesting to me because an effective presentation can really help support the growth in, and give students practice with, important skills such as collaboration, critical thinking, problem solving, and, certainly, effective communication. Speaking with teachers, they universally acknowledged how important these so-called "21st Century" skills were to develop. And yet, when provided with an excellent 'vehicle,' to practice these skills, it seemed some of the teachers really struggled getting across to students what we learned about in this unit. Namely, keywords only, severely limiting 'flashy' transitions, animations, etc. that add little to no value, the power of images and how they can effectively limit/eliminate words, and so on. As I learned in an early EdTech class, our audio and visual learning channels are extremely limited, and easily overwhelmed, and so limiting the distractions and extras are paramount to a successful, effective presentation.

After working for several years with the 3rd, 4th, and 5th grade teachers, the presentations the students produced gradually improved, and the vast majority of students truly understood the power of a high-quality (usually multimedia) presentation, and how it could - and did- augment their learning. I'm still unsure why it was such a long process, but I know know that, if faced with similar training to take place, I need to be extremely diligent and clear with both teachers and students regarding how this powerful communication tool can be used to maximum effectiveness.

EDTECH 541 Using Presentations to Support Curriculum.

Here's my example of a Google Slideshow that could be used as part of a classroom environment. In my case, this is to be used to teach teachers about the usefulness and application of YouTube in the classroom. The teachers, in this case, are my students.

EDTECH 541 - Instructional Software

EDTECH 541 - Biology Instructional Software Assignment Reflection

The use of instructional software in the classroom can be advantageous to both students and teachers in a number of ways. As outlined in this Biology Instructional Software Relative Advantage presentation, students have many opportunities to build content knowledge and skills.  Teachers can reallocate time to work with remediation or alternatively, with students ready to reach higher levels of learning.

Below are three specific opportunities where instructional software supports both the students and the teacher.

Blended learning opportunities  

A blended learning environment allows for the combination of guided instruction, self-paced online work, and time to collaborate in small groups to work on projects. Ideally, the online work provides content to the student and data to the teacher. This data identifies the areas that need further clarification and support during the guided instruction time.  Students can then use both online and traditional resources to build content knowledge and structure for their group project.  

The integration of instructional technologies in a blended environment allows for a richer educational experience in that it provides an opportunity for students to develop skills required for college and career readiness.  Students learn to manage time, self-regulate, understand the value of practice, develop mastery, and strengthen their collaboration and communication skills.

Reinforces instruction

Online tutorials, drills and other resources provide multiple functions, one of which is the opportunity for students to review specific instruction on their own time. And they can review it as many times they need to in order to feel confident in their understanding of the content.  This type of online support benefits students too afraid to ask questions or approach their teacher, as then have resources get information and additional instruction.  

The teacher benefits as it allows them to concentrate on more significant remedial help, and alternatively, higher levels of instruction.

In addition to the having the supported provided by instructional software, such resources also allow students to develop meta-cognitive skills. Because tutorials and drills are self-paced, students learn to better manage their own learning, understanding what it is they need to work on, allowing time to do so, and repeating the process as they determine necessary.

Alternative to traditional systems

Often a classroom will include students who are challenged with traditional classroom instruction. This may be a result of learning issues, past experiences, physical or emotional impairments, or other reasons.  These students are drawn to instructional technologies as it provides a new and different opportunity to demonstrate success.  Simulations may be one example, as a simulation will allow a student to literally view an item that might otherwise be unavailable to him or her, both physically and/or imaginatively.  An example in biology would be the understanding of a cell.  A simulated cell allows a student that opportunity to see it in three dimensionally, not just imagine what it looks like.  Having these kinds of models help teachers meet the needs of students with multiple learning styles.

Students challenged with traditional methods appreciate the use of instructional software as it gives them an alternative to develop content knowledge. They have an alternative to asking questions in class, or another visit with the teacher.  They do have to develop self-regulation and self-motivation skills, and manage their time well.

Here are some good resources to use when searching for effective Instructional Software resources (apps and web based). This software can be used  in a wide variety of settings, for different objectives, and for different subjects.

iPad Apps in Schools - this site contains well organized lists of iPad apps for use in K-12 classrooms, for all subjects. There is also a ‘general productivity’ category for those ‘evergreen apps’ that span multiple subjects and which can form the basis of a students’ tech toolkit.

Balefire Labs - iPad and Android app reviews, based upon research based student learning objectives.

Free Technology for Teachers Blog  - this blog contains a searchable list of tools for varied use in K-12 classroom. Richard Byrne authors this site and actually tests, in classroom situations, the tool or resource before he recommends it. All the software is free, or VERY low priced for premium versions.

EDTECH 541 - Acceptable Use Policies

Acceptable Use Policies for schools are similar to "Terms of Use" policies in place for websites, personal services, and similar situations. An Acceptable Use Policy (AUP) calls out the specific behaviors and expectations of the technology users involved. For technology, it is the community members of the school, and in particular, the students. It defines what is considered acceptable behavior by the user community. Common Sense Media, a well known non-profit involved in guiding and supporting teachers, students, and parents through the complex technology landscape in place, notes that schools include both acceptable and unacceptable online behavior and these rules not only prohibit particular behavior (e.g., plagiarism, pirating, non-school related internet use), but also define positive goals for incorporating technology as well.

Along those lines, I was reading another student's blog post, and she made reference to an article by McLeod encouraging appropriate use positive reinforcement, and to not just simply focus on the negatives and the 'can't do's' of an AUP. I think this is a powerful message for our students, and one that puts the students and the staff on the same side of the equation - that the technology is a powerful, positive tool for learning and should be treated that way.

I had the opportunity (pleasure?) of authoring an Acceptable Use Policy for my prior school. It was a complex task. In the document (which is referenced below for your reading pleasure), I included some of the most pressing issues I thought students would face. Several details were identified on topics including ensuring personal privacy, the security of data, an understanding of "intellectual property" (property owned by others), and that students were expected to practice respect the "community" (classmates, teachers and beyond). If those policies were adhered to, the students could use the school-provided computers to, essentially, use technology for any educational purpose. At least an attempt, I felt, to include some positive spin to this document.

This was followed by a short series of examples of appropriate behavior (Students will...treat others as they want to be treated...be polite...keep emails to the point... and the like) as well as inappropriate behavior (Students will not...be rude...send offensive files...). The document concluded with consequences for not following the AUP, and some information about the school's right and ability to monitor what was happening on our network/system. Finally, a short troubleshooting guide was included. Not that this is technically part of an AUP, but since minor issues tended to crop up (particularly for new students) this was a way to re-document some tips that both parents and students would see.

The expectation was the student and parent would sign the AUP document. It was given to them as a clearly connected part of the Parent-Student Handbook. If this did not occur, the student would (eventually) not be allowed to use the technology. This happened almost never. Students realized that it was a privilege to use the technology, and the vast majority were bought in. Further, when issues downstream did arise (infrequently) we tried our best to use the issue as a teachable moment so student use of the technology (and behavior, as need be) would continue to move in the right direction.

After I wrote the initial draft, the document was reviewed by a variety of staff at the school, including the principal, the 8th grade homeroom teacher, and other members of a small tech committee. We did not formally acquire approval by our school board (it is a small private school), who fortunately trusted our judgement and seemed to not require that level of oversight.

Upon reading Common Sense Media's 1 to 1 Essentials document, I'm both happy and a bit sad about the way the AUP turned out. I am glad that many important considerations, like student privacy, data security, intellectual property and so on were included. But, on the other hand, we missed some important considerations. In hindsight, getting school board approval would have been very appropriate. Considering other, related documents such as a Technology Values document or Social Media Guidelines, time allowing, would also have been appropriate, I think.

Other AUP's Reviewed

KATYISD.ORG  - this is an amazingly comprehensive, and unfortunately, difficult to absorb document. Some effort to make it more concise is probably in order. Splitting it up into multiple documents may also be a good idea. For instance, information about expectations regarding students coming to school with charged up devices seems like it may belong in a separate document.

Nederland School District - this, to me, is an excellent AUP. It is concise, and yet appears to cover all major aspects of privacy, security, and setting appropriate expectations for students. 

Socorro Consolidated Schools - this AUP starts strong, but again seems to be too lengthy for its designed purpose. The first 2 pages, where a good Summary and Guidelines of use are defined, are very good. After that, it changes to a mostly "you can't do _____" document that seems a bit repetitive and too negative in nature. As in the KatyISD AUP above, I suspect the legal department had quite a bit to say about what needed to be included in this document.

References

Common Sense Media, Inc. (2013) Acceptable Use Policies. 1-to-1 Essentials

Program. Retrieved January 30, 2015 from https://www.commonsensemedia.org/educators/1to1

Consortium for School Networking (2013) Rethinking Acceptable Use Policies to Enable 

       Digital Learning: A Guide for School Districts. Retrieved January 30, 2015       from  http://www.cosn.org/sites/default/files/pdf/Revised%20AUP%20March%202013 

McLeod, S. (2014). Instead of an AUP, how about an EUP (Empowered Use Policy)? 

Retrieved February 1, 2015 from http://dangerouslyirrelevant.org/2014/03/instead-of-an-aup-how-about-an-eup-empowered-use-policy.html

EDTECH 541 - Mobile WiFi for Schools