Check out this article I found about instructional software. http://t.co/4IUtfxoPFh #ED5059413UWA
— Jerod Dunavant (@14_redbone) June 25, 2013
Tuesday, June 25, 2013
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Instructional Software
Jerod Dunavant
ED 505
06/24/2013
ED 505
06/24/2013
Instructional
Software
1.) Drill and Practice
Drill and practice software is
designed to give students questions or problems. They will receive feedback on
wrong and right answers. I find SoftSchools to be very helpful. (http://www.softschools.com/) This
website provides drills for pre-k – middle school. SoftSchools has virtually
everything I need for math and language arts. Whenever I have a student that
needs extra practice in an area I will put them on SoftSchools. I let my
students get on SoftSchools occasionally because it is a good change-up from
traditional worksheets.
“Since teachers do not have to
present or grade drill and practice, students can practice on their own while
the teacher addresses other student needs” (Roblyer & Doering, 2013,p. 84).
This is a huge benefit we have by using drill and practice software.
2.) Tutorial
Tutorial software is designed to
teach a student without the student needing any other materials. It is in an
instructional sequence about a topic. As a student who never really learned how
to type I stress it in my classroom. A great source that I use is (http://www.rapidtyping.com/downloads.html).
This website has a lot of creative features for typing. During the week I will
give my students set time where they work on typing.
3.) Simulation
Simulation is a computerized model
of real or imagined system that shows how the system works. (http://www.knowitall.org/nasa/simulations/index.html)
is a great website that shows a ton of different math simulations. When we are
learning about algebra, ratios, or percentages I will pull these simulations up
on the Smart Board and allow my students to watch them before we start our
lesson.
4.) Instructional Games
Instructional games are based on
implementing gaming into instruction. Instructional games make drill work
enjoyable for students. I often use instructional games for positive
reinforcement. One of my favorite instructional game websites is (http://mrnussbaum.com/gamescode/).
This website has games for all subject areas for grades pre-k-6th. I
let my students get on this website and play instructional games for good
behavior or good grades.
5.) Problem Solving
Problem-solving is used to exercise
student’s critical thinking skills and develop problem-solving skills. I use
cool math games to let my students work on problem solving. (http://www.coolmath-games.com/) This
is a really fun website that I even catch myself playing. It is fun, but does
work on critical thinking, problem solving, and strategy skills. Students do
not even realize they are developing problem solving skills. I let students get
on this website when we finish our lesson.
6.) Integrated Learning Systems
Integrated learning systems provide
computer based instruction and track student progress. My school uses Destination
Success. Some people know it as River Deep. (http://web.riverdeep.net/portal/page?_pageid=818,1384914,818_1384933&_dad=portal)
This is a reading and math program that provides one-on-one instruction. It
tracks student’s progress and the teacher can see it. We have several classes
that spend 40 minutes a day on it.
“Getting organized, producing
instructional materials, and accomplishing paperwork tasks all go much faster
when software tools are used” (Roblyer & Doering, 2013, p. 112). Using a
technology tool to do these tasks can free up valuable time that can be
rechanneled toward working with students or designing learning activities”
(Roblyer & Doering, 2013, p. 113). As a special needs teacher I use software
tools whenever possible. My job requires a lot of paperwork and organization
skills. It also gives me more time to work with students that are having
trouble.
REFERENCE
Doering, H. and Roblyer, M. D.
(2013). Integrating educational technology into teaching (6th ed.).
Upper Saddle River, NJ: Pearson.
Tuesday, June 18, 2013
Article Critique
Article Critique
1.
Provide the complete article title and
author.
The
title of the article is “Laptops and Fourth-Grade Literacy: Assisting the Jump
Over the Fourth-Grade Slump”. The article was authored by Kurt A. Suhr, David
A. Hernandez, Douglas Grimes, and MarkWarschauer.
2.
State the Intended Audience. (What is
empirical research and how does it help in the classroom?)
This
article was intended for any educator looking to better fourth-grade literacy
and any school district that is looking for research-based information about
one-to-one laptop instruction. Empirical research is a way of gaining knowledge
by means of direct and indirect observation or experience. Empirical research
is vital in the classroom because it has been proven through studies to be effective.
3. What is/are the research question/questions
or hypothesis/hypotheses?
There were three research questions or
hypostheses addressed in this study.
1. Were there significant differences in the total ELA
score changes in the
California Standards Test (CST) over the two-year period
from third grade to fifth
grade between the one-to-one laptop group and the
non-laptop group, after
controlling for other factors?
2. Were there significant differences in the six subtests
used to compute those total ELA scores for the same two groups?
3. Can participation in a one-to-one laptop program be
used to predict changes in ELA total and subtest scores over the two year period
from third grade to fifth grade? (Suhr, Hernandez, Grimes, & Warschauer,
2010).
4. Describe the subject (participants) and the
procedures (methods) used by the
researcher(s)?
Estrella School District is where the study took place. The
researchers used a quasi-experimental research design to analyze the effects of
the one-to-one laptop program on CST ELA achievement for students in fourth and
fifth grade. There were a total of 108 students from three different schools in
the study. The treatment group was made up of 54 fourth grade students that
were placed in the one-to-one laptop group. The control group was made up of 54
fourth graders that were placed in non-laptop classes. The research took place
over each group for the fourth and fifth grade. They used the students’ third
grade scores as a baseline.
5. What were the conclusions of the researchers?
Do you agree or disagree with the conclusions? Support your position.
The research revealed that the
laptop students outperformed the students who did not use them. The research
also showed that there was a bigger improvement in the second year from the
students using the laptops. This proves the information provided in the study
to be correct. This represents a disruptive technology, and that it thus may
take some time for laptops to have a positive effect on test scores as students
and teachers learn how to use them effectively (Suhr et al., 2010). I agree
with the conclusion that laptop students outperformed the non-laptop students.
The laptops provide more one-on-one time for the students and keep them
interested.
6. What suggestions for further research do the
authors suggest? What other suggestions for future research would you suggest?
The authors suggest it is hard to be
conclusive due to the size of the study, but it adds to an emerging body of
literature that laptop use over multiple years may have a small positive effect
on literacy test score outcomes. I would suggest that further research include
larger groups and to consider how the teacher is using the technology. I think
it would be good to have people observe the teachers on a regular basis.
ONE-TO-ONE COMPUTING
Check out this article about one-to-one computing http://novemberlearning.com/new-article-why-schools-must-move-beyond-one-to-one-computing/
Check out this website on one-to-one computing http://t.co/yGixRaYpWx #ED5059413UWA
— Jerod Dunavant (@14_redbone) June 18, 2013
Tuesday, June 11, 2013
PREZI
I learned how to make a Prezi check it out.#ED5059413UWA
— Jerod Dunavant (@14_redbone) June 11, 2013
Tuesday, June 4, 2013
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