This past school year has challenged teachers, including myself, to depend heavily on technology. Teachers needed to explore and learn how to use more devices and instructional software than ever before. Though it was a challenging year, I am fortunate for the opportunities to explore new technologies and software. However, as Jonassen et al. (2008) state, learning environments are often launched prior to adequate testing. With the urge to get something out there, software and devices were launched and released with many bugs and kinks, making things frustrating for teachers and students.
Roblyer and Hughes (2019) discuss Learning Management Systems. I have been using Google Classroom for the past five years, but during the pandemic, they added some lifesaving features. Roblyer and Hughes mention resources for academic integrity. The plagiarism checker in Google Classroom is a great feature that also helps students. Prior to submitting, students can run the plagiarism checker themselves to see if they get any hits. A handful of students who were flagged for plagiarizing came to me to discuss why. It was a great learning experience for them, and I was able to create minilessons based on these encounters. The organization of materials, resources, and assessments is also important (Roblyer & Hughes, 2019). Google Classroom has allowed me to create an organized and accessible space for my students. Topics keep things organized, icons label materials and assignments, students can check their grades and see upcoming deadlines, and teachers and students can see missing assignments. With Google Classroom, students can also access resources and assignments beyond the school day. This is great if they were absent and want to see what we did or if they need time beyond the school day or a quieter environment to work. Students can also leave private comments on their assignments that I can provide immediate and direct feedback for with Google Classroom. Most of my students have utilized this feature for feedback, guidance, and help this past year. Students in my county are fortunate in that they have been issued their own Chromebook for the school year. Because of this, communication has increased. My county uses a program called GoGuardian where teachers can monitor the Chromebook screens of the students in their classes. I can close and open tabs, chat one-on-one, annotate on their screen, provide immediate feedback to students, and redirect students who are off task. I have noticed an increase in communication because of this application. Students need to learn how to advocate for themselves and technology is helping with that. References Jonassen, D., Spector, M. J., Driscoll, M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.) (2007). Handbook of research on educational communications and technology: A project of the association for education communications and technology, 3rd ed. Routledge. Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching, 8th ed. Pearson.
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For my lesson, I chose to use Blooket. Blooket is similar to Kahoot, but it is more interactive, can be played in different modes, and adds a different level of competition and engagement. My students also found Kahoot to be overused and boring. I find Blooket to be effective and beneficial. My purpose for choosing Blooket for my lesson was to engage students, conduct a quick review with the remaining time left in class, and for the drill and practice function. Students were able to demonstrate their knowledge of matching vocabulary words with definitions and examples. Setting a time limit allows for repetition as well. I would use Blooket again for these specific purposes and would highly recommend it to others.
Gaming in the classroom can be a great way to connect education to the worlds of gaming and entertainment (Roblyer & Hughes, 2019). Instruction can be enhanced when gaming is incorporated correctly. When considering which types of games to include, it is important to consider the curricular value, assessment capabilities, physical dexterity, and motivation. Considering these four aspects will help teachers choose the best software and allow students to get the most out of the software. Students also need to develop real-world skills (Learning Futures, 2014). Gaming can provide students with opportunities that help them problem solve and develop skills that are necessary beyond the classroom. I have enjoyed using Jeopardy in my classroom. Students collaborate in small groups to review content. It has been a fun, competitive, and engaging way to review.
Studies have shown that even if there is little to no difference in learning impact, instruction through games could still make learning more engaging and motivating (Roblyer & Hughes, 2019). Benefits to games in the classroom are that games provide students with realistic and immersive environments, immediate feedback, competition, achievements, collaborative learning, and fun. If teachers have the opportunity to shake up their instruction in a beneficial and engaging way, they should take it. Teachers should, however, be aware of the challenges games present and have a plan to address those challenges. Sometimes games focus more on fun rather than learning. Students may be having fun but miss the educational purpose and value. Another challenge teachers should be aware of is the transfer of learning. Teachers should identify if students are able to apply their learning to nongaming situations. If they struggle to do this, the game may not be as effective as one hoped. Teachers should focus on curriculum ties and real-world skills. If games do not enhance the instruction in a purposeful way, it does not belong in the classroom or lesson. References Learning Futures. (2014, October 4). How can we use technology to enhance learning? [Video]. YouTube. https://www.youtube.com/watch?v=Bv02p3i2YP0 Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching, 8th ed. Pearson. Data collection and analysis is important for both teachers and students. Teachers need data collection and analysis skills for record keeping, organizing information, documenting student progress, and preparing future instructional materials based on student performance (Roblyer & Hughes, 2019). Students need data collection and analysis skills to enhance their learning, assist them in various content areas, and prepare them for future professions. The technological abilities of teachers and students mainly refer to social media, but time must be spent on learning and developing data collection and analysis skills.
Teachers sometimes struggle with data systems and often analyze data or attempt to use data systems in their own time (Rankin, 2014). Because of their struggle, they often give up and move on. Reference sheets and templates can help teachers use data systems more effectively. While analyzing student data is important, teachers are often not provided time to do so. In order to plan effectively based on students’ needs, teachers need time to analyze the data they receive. For data collection, I mainly use Google Forms, Poll Everywhere, Zoom polls, and Google Sheets. Google Forms is my favorite because as Roblyer and Hughes (2019) mention, my data is organized, it saves a great deal of time, and I can examine student achievement and struggles. Google Forms organizes the information into pie charts and bar graphs. I am able to see percentages, which helps with analysis. I can also export the information to Google Sheets for a further analysis and comparison. I use the data to plan instruction and collaborate with my grade-level team to address areas of weaknesses and strengths. As an English teacher, I have mainly taught my students to examine data by assigning texts with mostly charts and graphs. I also assign infographics. Students have created arguments based on the information from the charts, graphs, and percentiles. Additionally, I have had students create their own infographics during research assignments. As a class, we discuss how to read and understand the visuals and talk about the purpose of infographics versus relaying information another way. Students typically overlook graphs, charts, and percentiles when reading because they are seen as pictures and not data (Roblyer & Hughes, 2019). References Rankin, J. (2014, July 31). Make the most of student data. ISTE. https://www.iste.org/explore/Lead-the-way/Make-the-most-of-student-data Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching, 8th ed. Pearson. |
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