Many of today's free Web 2.0 tools can facilitate student learning. Students can prepare assignments in various multimedia format. Students can also utilize tools of their choice which can aid them in retaining information for tests. Many educators have websites which can aid parents in assisting their children in locating some of these great learning aids. Below is a list of resources where one can begin investigating this topic:
Wikipedia's definition of Web 2.0
Edudemic
Survey of Top Web 2.0 Tools in Education (Video)
Web Applications Index
Class of Web 2.0 Series
Web 2.0 Tools for Educators
Web 2.0 integration into curriculum
Thursday, February 24, 2011
Monday, September 28, 2009
Tuesday, September 15, 2009
Monday, September 14, 2009
Using Technology to Facilitate K-12 Instruction
Using Technology to Facilitate K-12 Instruction
Videsha Sethi
University of Houston – Clear Lake
Videsha Sethi
University of Houston – Clear Lake
Abstract
This paper explores steps used in facilitating technology in K-12 instruction; research was limited to using the online CUIL search engine; the paper focuses on computer technology, rather than older or traditional uses of technology. Emphasis is placed on both technology integration into instruction and student learning of technology. With careful research, selection, and purchase of computing technology; K-12 instruction can be facilitated and meet the end goal of providing an optimal student learning environment. Planning and integration of teacher lesson plans ensures that alternative methods are presented in instruction to students for better retention of concepts. Continued teacher assessment and modification of technology in K-12 instruction allows a curriculum which can build life-long valuable technology skills as students move up in grade levels.
Despite drawbacks from current economic conditions, cyberspace crimes, virus threats, etc, K-12 education institutions are continuing to integrate technology and instruction in the traditional classroom with great vigor. Rising costs due to unrelenting changes in both hardware and software technologies can make it challenging for school IT departments to make effective long-term decisions or investments on technology purchases and upgrades. In student learning, teachers and school administrators embark on decreasing the gap in the digital divide such that every K-12 student’s NETS-S are being met as documented by the International Society for Technology in Education (ISTE). "A nonprofit organization, ISTE provides leadership and service to improve teaching, learning, and school leadership by advancing the effective use of technology in PK-12 and teacher education.” (ISTE, 2009, About ISTE section, ¶1).
This paper explores the facilitation of technology into instruction for K-12 students; only computer technology will be mentioned due to great strides being made in developing computers as multifunctional devices; thus eliminating the need for separate machineries. For each step in facilitating technology into instruction, the end question must always be taken into consideration as to whether students are learning concepts successfully with the use of technology rather than with only traditional instruction. Careful research, selection and purchase of technology in providing students with solid learning aids is a critical beginning step which can be accomplished by the school itself or outside consultants. As a second step, comprehensive planning and integration of technology into teacher lesson plans allows students with alternative ways of studying material and can further reinforce concepts. Finally, teachers can assess and modify the delivery of technology integrated with instruction to ensure that students are learning the material successfully such that they can further build upon these technology skills as they progress by grade level.
Even before Kindergarteners can tie their shoes independently, they are already using computers in their classrooms; and, many high school students today are taking computer electives on basic programming or must complete technology projects as part of a subject requirement. With a wide deviation of student ages, skill levels, economic backgrounds, grade placements and other student demographics, school IT departments and outside consulting companies spend extensive time and resources in defining the technology needs of K-12 students. By having available student profile information in a database, selection and purchase decisions can be both eased and ensured such that the technology choices will facilitate instruction rather than hinder it. Heavy emphasis is placed on easy use of computer hardware, peripherals and the user-friendliness of instructional software; these types of features are directly linked in providing an enhanced student learning environment. School IT departments can receive assistance in reviewing technology prior to purchase through professional organizations such as the Northwest Regional Education laboratory’s (NWREL) MicroSIFT project. NWREL’s projects “address classroom teaching and learning, research, evaluation, and assessment, school and district improvement; and school, family, community –which are carried out by our four Centers of Excellence.” (NWREL, 2009, About NWREL section, ¶3).
In addition, school IT departments can also network with other school districts which have similar demographics. Thus, analyzing student demographics, defining student profile information, reading reviews by other organizations can aid in making smart technology purchases which facilitate instruction.
On a daily basis, K-12 students are exposed to computer kiosks when at self-checkout grocery store scanners, airport check-in counters, shopping malls, libraries and books stores. As society has already integrated technology in facilitating common business functions, so are teachers integrating technology into their lesson plans. The benefits of having technology as a learning aid in teaching concepts has become indispensable; this planning and integration of technology step takes considerable time for teachers to accomplish because they have to ascertain when and where to incorporate technology into the traditional methods of teaching. Novice teachers should take recommendations from experienced teachers to lessen the burden. Teachers can receive assistance at websites such as, the Teacher Tap; “the Teacher Tap is a free, professional development resource that helps educators address common technology integration questions by providing practical online resources, and activities.” (Teacher Tap, 2007, Overview section, ¶1). Certain concepts can be delivered declaratively by the teacher followed by students doing a drill of the concept on a classroom computer. Other learning of concepts can be greatly enhanced with the use of technology which provides illustrations, sound, video, 3-D simulations, etc; in addition, technology can provide students with other types of instructions rather than teacher-led lectures, this can include discovery and problem-based learning which can motivate students to further investigate subject matters independently. Further advances in instruction include computer programming being established:
participants have begun implementing outreach plans in their respective states focused on establish K-12 computer science as an essential academic discipline and participating in a cohort online community to share experiences, strategies, and successes. (Computer Science Teachers Association, 2005, Leadership Cohort section, ¶2).
As mentioned earlier, planning and integration of technology takes time; but when teachers use lesson plans that do not contain use of technology or any deviation from a one-way delivery feed of concepts; the instruction can be less interesting or motivating to the student. If planned and integrated effectively, technology can facilitate students in maintaining their focus and attention longer; it can highlight important concept points, help them retain knowledge in long term memory, and it can be more entertaining and interactive.
Having knowledge of computers pays off in time and money for those of us that do online shopping, researching topics on the internet, filling out applications, doing taxes, sending and receiving emails, etc; students at school will find it easier to do these types of basic tasks in the future as they see technology being used commonplace in classrooms. Teachers can assess student use and confidence of using a computer as they collaborate with their online peers, experiment using software independently on the computer, solving problems by trial and error, and even using the Help feature to learn new features and functions. Extra practice on the computer can be reinforced by students using personal computers at home, or free computers available at the public library; teachers can further modify instruction by having students practice technology skills by providing them with take home digital media to be used after school. Having technology groups and clubs at school can also satisfy those students who have higher interest levels in using computers. Furthermore, learning technology can be moved off school campus in the form of field trips to museums which have interactive technology that allow students opportunities to understand the role of technology in the real world. One example is the Houston Children’s museum which provides “action-packed, hands on programs in science and technology, history and culture, health and human development, math, literacy, and the arts through interactive exhibits and innovative workshops.” (Children’s Museum of Houston, 2008, School Field Trips section, ¶1).
Important life skills such as communication with others, personal and business tasks, seeking information, etc. have all been simplified and sped up with the use of computers. The student use of technology from teacher led instruction can build these life skills in order to prepare them for further studies in college or in the job market.
In summary, when technology facilitates K12 instruction; students learn to be versatile in how they study and can more effectively use technology as a primary tool for communication, academics, entertainment, and work. In combating technology costs and changes, parents can augment their children’s learning further by finding reasonable or even free ways for their children to have access to computers. Refurbished, used, monthly rental computers which contain the latest software can be an alternative choice in purchasing new technology during a weak economy. As students use computers increasingly outside of the classroom, like their teachers become empowered on how to plan and integrate technology into their lives. Thus, they begin to decide when and where to use technology or other means of resolving problems. With continuous technology skill building as provided through teacher instruction, students come to realize how invaluable computers can be in creating polished science fair projects, how efficiently they can communicate with their peers and family, how much easier it is to do research using a computer rather than using other resources, how efficiently they can fill out college applications and do job hunting. Those K-12 students who are now college students indicate that “technology has improved learning; we suspect that this occurs where there is a deliberate institutional or faculty strategy to improve the learning experience.” (Kvavik, 2009, Perceived Benefits, ¶1).
References
International Society for Technology in Education, About ISTE. Retrieved August 26, 2009, from http://www.iste.org/AM/Template.cfm?Section=About_ISTE
Northwest Regional Educational Laboratory, About NWREL, Retrieved August 26, 2009, from http://www.nwrel.org/comm/index.php
Teacher Tap, Overview, Retrieved August 27, 2009, from http://annettelamb.com/tap/overview.htm
Computer Science Teachers Association, Leadership Cohort, Retrieved August 27, 2009, from http://csta.acm.org/Advocacy_Outreach/sub/LeadershipCohort.html
Children’s Museum of Houston, School Field Trips. Discover how the Children’s Museum of Houston can become a part of your curriculum and classroom! Retrieved August 26, 2009, from http://www.cmhouston.org/fieldtrips/
Kvavik, R.B., (2009). Convenience, Communications and Control: How Students Use Technology. Educause. Retrieved August 27, 2009, from http://www.educause.edu/Resources/EducatingtheNetGeneration/ConvenienceCommunicationsandCo/6070
International Society for Technology in Education, About ISTE. Retrieved August 26, 2009, from http://www.iste.org/AM/Template.cfm?Section=About_ISTE
Northwest Regional Educational Laboratory, About NWREL, Retrieved August 26, 2009, from http://www.nwrel.org/comm/index.php
Teacher Tap, Overview, Retrieved August 27, 2009, from http://annettelamb.com/tap/overview.htm
Computer Science Teachers Association, Leadership Cohort, Retrieved August 27, 2009, from http://csta.acm.org/Advocacy_Outreach/sub/LeadershipCohort.html
Children’s Museum of Houston, School Field Trips. Discover how the Children’s Museum of Houston can become a part of your curriculum and classroom! Retrieved August 26, 2009, from http://www.cmhouston.org/fieldtrips/
Kvavik, R.B., (2009). Convenience, Communications and Control: How Students Use Technology. Educause. Retrieved August 27, 2009, from http://www.educause.edu/Resources/EducatingtheNetGeneration/ConvenienceCommunicationsandCo/6070
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