EDU6250 Journal # 2 of 3

Felt, W. A. (2013). Teaching science in a technology-rich environment: The impact of three innovative tools on secondary science classrooms. Dissertation Abstracts International Section A, 73,

 

 

Summary: This case study focuses on the impact of technology tools on secondary science classrooms. Observational data, student surveys, and teacher interviews are used to provide differing perspectives on how the three tools (document cameras, student response systems, and probe ware) are utilized during their first year of implementation.

Literature was also used to help determine recommendations for best practices for a more successful implementation of each device, including barriers to success and the professional development needs associated with their integration into science teaching. The potential for inclusion into an inquiry-based science classroom that is enhanced by technology was discussed for each device. Designed as a descriptive study rather than to determine a causal or correlational relationship, detailed descriptions of how each device was used allows the reader to determine for themselves how these tools might be utilized in other settings

According to the study, if teachers are provided the necessary tools and appropriate professional development, the conditions for the shift to an inquiry-based classroom are more favorable. Recommendations are made for the acquisition and distribution of each device, as well as for practices that have been suggested for using them with favorable results in secondary science environments

 

Reflection: I really liked the fact that the study was done after teachers were provided with professional development. This was brought up in our class quite often, where teachers complained about the lack of training in the implementation of the tools in the content area.

EDU6250 Journal # 1 of 3

WeVideo, I. (0006, December). WeVideo Enhances the Multimedia Classroom Experience. Business Wire

Summary:  The main focus of this article was about how WeVideo enhances the multimedia classroom experience. It allows educators to group individuals (up to 50 people), view and comment on student work, and monitor the progress of video projects. According to this article ,“with the WeVideo, more than 30,000 educators and students will have access to create and edit videos for educational purposes. Educators can easily monitor the progress of student video projects and students can access their projects from home or school without the need for any special software installed.” School administrators can now centrally manage staff and student accounts.

 Premium editing features. Users can now experience more editing tools, including advanced cropping and scaling capabilities. Later this summer, WeVideo will introduce slow-mo/fast-mo techniques and green screen capabilities

The WeVideo platform is also available on Android and iOS-based smartphones and tablets allowing students and educators to capture video content and edit on their mobile devices

WeVideo also comes with an affordable plan.   $149.00 per classroom (up to 50 users) for six-months (semester) or $249.00 per year (annual) when paid in advance. For schools who subscribe before August 1, 2013, WeVideo is offering a special promotion of $99.99 per classroom (up to 50 users) for the first six-month semester, or $199.99 for the first year.

Schools can purchase subscriptions with the educational discount by visiting www.wevideo.com/education.

Reflection: After reading this article and researching this tool as one of the assignments, I am looking forward to implement it in my classroom. It allows students to learn or strengthen the social skills required to effectively work with one another; teaches students to monitor and pace their work and progress, analyzing what has been done, what needs to be done, and how can they contribute to their group success.

Remind 101 - Teacher - Student communication

• Remind101 aims to eliminate communication obstacles between teachers, students and parents. Across all grade levels and institution types, Remind101 provides a safe, simple communication solution to help teachers extend their classrooms.

PR, N. (2013, August 13). Remind101 Supports Back To School With Its Safe Mobile Messaging Platform That Improves Teacher-Student Communication In More Than 20,000 Schools. PR Newswire US.

The importance of parent involvement

• Parents who monitor their student's schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an obstacle to increasing student achievement at school. The purpose of this study was to determine whether emerging technologies facilitate better parent-teacher communication and parent involvement. The study revealed that parents and teachers both place a high value on proactive parent involvement. As access to technology continues to expand, the capabilities for connecting parents to schools will continue to grow.

Olmstead, C. (2013). Using Technology to Increase Parent Involvement in Schools. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 28-37

A comparison of class dojo and paper-pencil methods

• Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed.

Krach, S. K., McCreery, M. P., & Rimel, H. (2016). Examining teachers’ behavioral management charts: A comparison of class dojo and paper-pencil methods. Contemporary School Psychology, doi:10.1007/s40688-016-0111-0

The Future Ready Framework - Community Partnerships

As a teacher and a parent, I believe that we have the responsibility to prepare our students to be competitive worldwide, and this roadmap can be accomplished through a systemic approach to change, as outlined in the Future Ready Framework. There are seven (7) key categories, called "Gears", in order to ensure a successful process: Curriculum, Instruction, and Assessment, Use of Space and Time, Robust Infrastructure, Data and Privacy, Community Partnerships, Personalized Professional Learning, Budget and Resources.

Community partnerships include the formal and informal local and global community connections, collaborative projects, and relationships that advance the school’s learning goals. Digital communications, online communities, social media, and digital learning environments often serve as connectors for these partnerships.
The school serves as a hub of the local community. As such, it actively involves the community in achieving its learning goals, reaching out to the community to (1) extend learning into community centers, libraries, businesses, higher education institutions, museums, and other public spaces; (2) bring relevance to curricula through partnerships that take the shape of apprenticeships, community service, and the use of community-based experts and resources; (3) implement community-based exhibitions, reviews, critiques, and celebrations of student work; and (4) coordinate after school programs, including collaboration with the school and students’ teachers. Community Engagement and Outreach.
Creating a classroom connected with real world examples, and exposing our students to those types of problems, will prepare them to be successful for the next step in their life.


https://dashboard.futurereadyschools.org/framework/community-partnerships

The Good Behavior Game: Effects on and Maintenance of Behavior in Middle-School Classrooms Using Class Dojo

Classroom management is one of the key components for successful instruction and affects both instructors and learners. Although most frequent discipline strategies in schools involve punitive actions, research suggests that using positive statements to teach and reinforce desirable behaviors is more appropriate and effective. A form of a group-oriented contingency that focuses on desirable behaviors is a positive variation of the Good Behavior Game (GBG). The GBG has been used widely in its original form focusing on undesirable behaviors, and more research is needed on its positive version. Another strategy that can be used within classrooms is Class Dojo, a free Internet application that tracks student behaviors

Dadakhodjaeva, Komila. The Good Behavior Game: Effects on and Maintenance of Behavior in Middle-School Classrooms Using Class Dojo. Dissertation Abstracts International: Section B: The Sciences and Engineering, vol. 77, ProQuest Information & Learning, 2017. EBSCOhost, library.aurora.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-53065-216&site=ehost-live&scope=site.