Teaching with Technology Blog—Wrap-up and Closure

The enhanced roles of technology in education have inspired me as it relates to the possibility of using these technologies for experimenting and supporting learning in the classrooms of the twenty- first century. The internet is an immense source of information; there are many web-based applications that are ideal for enhancing teaching and learning. Educational technologies are now allowing educators to provide learners with material of different sorts, as well as to interacting with students in real-time. Technologies allow teachers to follow the evolution of the learning process and to know the performance of each student in specific tasks. Throughout this course we have investigated over sixty different technologies that have the potential of enhancing teaching and learning. One main issue in many Jamaican schools is how to provide academic and linguistic support to the rising population of ELL students. A possible solution to this chronic problem is the integration of the Interactive response system (clickers) and the Interactive whiteboard as teaching aids. Many mathematics educators are of the opinion that these two technologies can help ELLs to improve their academic achievements. 

Time and space characterize traditional teaching and learning. Online learning is considered to be appropriate for adult learners. E-learning is more flexible than face-to-face teaching, it supports a self-directed learning rather than a teacher-centered approach and it facilitates choice and the use of a wide range of teaching aid. Most adults appreciate the flexibility of online learning because it allows professional updating, lifelong learning and other kinds of formal education. Furthermore, technological training is among the most valuable assets an adult can have to find employment and to act as a thoughtful, social, responsive, and effective individual. Technology literacy is an important skill for the twenty- first-century workforce and the learning society.

According to Zhao (2013) the potential of technology for improving language education is tremendous. One main issue in many Jamaican schools is how to provide academic and linguistic support to the rising population of ELL students. A possible solution to this chronic problem is the integration of the Interactive response system (clickers) and the Interactive whiteboard as teaching aids. Many mathematics educators are of the opinion that these two technologies can help ELLs to improve their academic achievements.  Most of my students are ELL and as such I will be incorporating these two educational technologies into my teaching so as to assist in improving achievement in mathematics. Mathematics pedagogy should include students’ participation in classroom discussions, group work, and problem-solving. Educational technologies allow teachers to cater to the learning styles of all students. My exposure to the various educational technologies has led me to plan and revisit my development in a self-directed way within a community of learning where new technologies are frequently introduced. Kukulska-Hulme (2012) stated that educators should take into account the various aspects of their role and their professional learning needs as educational technology changes the classrooms of the twenty-first century.

References

Zhao, Y. (2013). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO journal, 21(1), 7-27. Retrieved from the Walden Library databases.

Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254. Retrieved from the Walden Library databases.

Teaching with Technology Blog— Ethical Consideration and Positive Social Change

Educational technology have influenced the lives of the twenty-first- century teachers and students in diverse ways: the manner in which they communicate, collaborate, learn, and teach. The twenty- first- century teacher should understand that rich project- based learning that incorporates problem-solving and authentic tasks can meet many standards simultaneously and must, therefore, be embraced. Today's pupils have the latest and best technological tools. The world we live in has fundamentally changed, our students have moved into the Information Age. Students are now using podcasting as a method of distributing their multimedia files such as audio programs or music videos over the Internet, using the RSS feeds, for playback on mobile devices and personal computers. Educators can incorporate Podcasting in their teaching strategies as the technology allows for the distribution of video and audio recordings (podcasts) over the internet as digital media files. Students can view podcast posted by their teachers online or download it to their computer or handheld multimedia device such as portable mp3 player, smartphone and tablet devices.

I have found that podcasting can be an effective teaching and learning tool for mobile and electronic learning, as it provides the flexibility in when, where, and how learning can take place.

The results from a study done by  Kay and  Kletskin (2012)  indicated that many students used video podcasts frequently, rated them as useful or helpful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts. Such findings are encouraging news for mathematics teachers at the tertiary level. Results from this study have recommended podcast as a strategy that mathematics educators can used as they cater to the different learning styles of their students. Matava et.al (2013) has given the following reasons for incorporating podcasting into the teaching and learning situation. Presentation of data is not linked to any particular time or location. Audio Podcast is an excellent teaching tool for auditory learners while video podcasts are suitable for visual learners. Also, podcasts are inexpensive to produce, is easy to use and can be deployed in a short time.

            Technology is now used in the classrooms of the twenty-first century as a support mechanism for knowledge construction and as a tool for exploring knowledge to support learning. The expanded use of educational technology such as Podcast, YouTube, Twitter and Pinterest has introduced new legal and ethical complexities. According to Dr. Tony Bates (2013) one of the ethical issues college educators has to consider prior to the implementation of technology to support learning are questions dealing with students’ privacy and students’ data. Information about students should be held in the strictest of confidence and should therefore not be accessible by their peers or persons from other jurisdictions. Both leadership and faculty of institutions that offer online courses must ensure that existing copyright and intellectual property rights are clear and that they specifically relate to electronic materials (Garza Mitchell, 2009). Also, there should be clarity as it relates to course development and implementation. Faculty should be educated about the suitability of materials from outside sources that are used as resources for the course.

According to Cain and Fink III (2010) ethical questions regarding social media can be classified into five areas:

1.      Who is viewing the social media facts or knowledge?

2.      How are the social media facts or knowledge accessed?

3.      For what purpose are the social media facts or knowledge used?

4.      What are the criteria used by students and teachers for making judgments about social media facts or knowledge?

5.      What is the nature of relationships in social media between students and teacher?

The ethical issues highlighted by Cain and Fink III (2010) has brought into focus the   legal and moral adjustments that will be required if technology is embraced as a primary instructional tool to enhance student achievement. The rapid growth and development of Social Media has given people from all over the world the opportunity to create and share content on a large scale. Participation in social networks is reflected in the large amount of opinions, news, ideas and product reviews that are posted and discussed. Such discussions have the power to influence how people behave and think, thereby affecting social change.  The communication dynamics of social media can be used for the successful mobilizations of people to support movements that contribute to the well-being of people. Social media may be used to get people from different cultures and ethnicities to communicate with each other by sharing and exchanging ideas in an instance. Geographical borders are no longer a problem. Social media such as Twitter, face book and Pinterest all have the ability to democratize thought and ideas and thus contribute to positive social change.

  

References

Cain, J., & Fink III, J. L. (2010). Legal and ethical issues regarding social media and pharmacy education. American journal of pharmaceutical education, 74(10). Retrieve from the Walden Library databases.

Garza Mitchell, R. L. (2009). Ethics in an online environment. New Directions for Community Colleges, 2009(148), 63-70. Retrieve from the Walden Library databases

Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. Retrieve from the Walden Library databases.

Laureate Education (Producer). (2013c). Dr. Tony Bates: Overcoming resistance to technological change and sustaining change [Video file]. Retrieved from https://class.waldenu.edu

Matava, C. T., Rosen, D., Siu, E., & Bould, D. M. (2013). eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC medical education, 13(1), 59. Retrieve from the Walden Library databases.

Teaching with Technology Blog—Using Technology to Foster and Assess Student Learning

Many mathematics teachers are failing to teach their students the conceptual basis for understanding mathematics, that could support flexible transfer and generalization of knowledge. A large percentage of college students graduate with a procedural knowledge of many mathematical concepts. In mathematics, procedural understanding is knowledge of the rules and procedures used in carrying out mathematical processes and also the symbolism used to represent mathematics. In order to overcome this lack of a conceptual base for mathematical knowledge, teachers can integrate YouTube and the Interactive student response systems into their teaching strategies.

 Benefits of using YouTube for teaching and learning include the convenience of students watching the video clips anywhere and at any time where there is a reliable internet service.  According to Kay and Kletskin (2012) students have described YouTube videos as enjoyable to watch, satisfying, motivating and intellectually stimulating. The video clips also, have the advantage of allowing the students to work at their pace as well as making allowance for visual learners. Pupils have the flexibility of pausing, rewinding and forwarding the video to suit their pace of learning. Also, YouTube is useful for teaching at all levels of the education system: kindergarten, primary, secondary and tertiary. One challenge is that it might take a long time to search, view, and decide on the appropriate videos to meet the needs of your students. In some jurisdiction, students may find it difficult to accept this technology for teaching and learning due to the culture differences.

YouTube is undoubtedly an important and essential pedagogical tool for the classroom of the twenty-first century. Students have the flexibility of searching for basic information and the demonstration and application of concepts and principles. Mathematics teachers need to realize that YouTube videos can support students’ development when used with appropriate pedagogical approaches. It should become a part of a complete student-centered teaching strategy to engage students in developing conceptual understanding and problem-solving skills.

Many mathematics educators argue that the interactive student response systems (clickers) support collaborative discourse through interactive engagement, the foundation for the constructivist teaching strategy, and provide a method for formative assessment. Results from a study done by Sternberger (2012) showed that students felt engaged in their learning and were enthusiastic about the integration of clickers into the teaching and learning processes. After the software and the receiving device are installed in the classroom the teacher can ask any of the following questions: numeric, short answer, multiple choice and true/ false. The problems can appear on a power point screen that interacts with the installed software and receiving devices. Teachers can also, ask questions orally or within the software. Three main steps are involved in using the interactive classroom system: (1) the teacher presents a question or problem projected onto a screen in front of the class, (2) students have a specific time to use their clicker device to input answers and (3) students and teachers then instantly view the responses. Students are not afraid to respond to questions because answers are anonymous; this system ensures that a larger proportion of the class participates in the teaching and learning processes. Clickers are useful in large classes as it gives the teacher a better opportunity to assess the progress of the students almost instantaneously. Instructors also have the capability of saving or displaying responses linked to individual student or clicker identification.

Another benefit of using clickers in the teaching and learning process is that it helps to facilitate classroom discussion. Students can be placed in groups to discuss answers or respond to questions. Interactive student response systems enhance class communication by providing the instructor with the facility to assess understanding during the lesson and prepare intervention for individual students.  Educators need to understand that technology will keep changing as hardware and software evolve, but they also provide new opportunities to enhance teaching and learning. Also, the teacher is the key variable in Technology implementation and effectiveness

References

Sternberger, C. S. (2012). Interactive Learning Environment: Engaging Students Using Clickers. Nursing Education Perspectives, 33(2), 121-124. doi:10.5480/1536-5026-33.2.12

Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. Retrieve from Walden University Library

Teaching with Technology Blog—Sustaining Technology Use

Technology will be the catalyst to improving instruction in my classes. My challenge may be to get the administration of the college where I teach to change the culture of the institution to one where the use of educational technology is encouraged in the teaching and learning of mathematics. In this regard I will be encouraging the Dean of my faculty to purchase interactive whiteboards. According to Beauchamp and Kennewell (2013) the interactive whiteboard pedagogy should be seen as an aid to orchestration rather than merely a set of tools which substitute or supplement traditional teaching resources. I will use the interactive whiteboard technology to: enrich the teaching/learning processes, exploit the opportunities it offers for observability, aid in monitoring and to aid in formative or summative assessments.

The interactive whiteboard is just a screen that can communicate with a computer; this means that any information on the computer can be used in the classroom to enhance the teaching and learning process. Interactive whiteboards allow teachers to use videos, the internet or ready-made materials. One of the important features of this technology is that information on the computer can be edited at the board; this provides scope for both students and teachers to manipulate or play with the information that is projected. Such features are beneficial to students in a mathematics class because it will help them to build conceptual understanding of concepts and thereby improving their problem- solving skills. Just as important is the fact that it will enable the teacher to cater for the learning style of each student in his or class. Many of the students in my mathematics classes are English language learners and therefore, I use the interactive whiteboard technology for grammar presentations, pronunciations, playing games and for providing immediate feedbacks for the students.

Many teachers struggle with finding effective ways to integrate an interactive whiteboard, for language proficiency development in English language learners; this challenge can be reduced if educators learn to use an interactive whiteboard for: visual presentations, interactive games, and test reviews. Findings from a study done by Won and Suhyuns (2012) showed that effective use of the interactive whiteboard will help English language learners to develop new vocabulary and participate more in the teaching and  learning process. Technology component such as an interactive whiteboard can develop active learning environments by providing engaging and repeated learning opportunities for all learners.

 A number of studies indicate the benefits of interactive whiteboard  for teaching and learning, such as promoting learner motivation, supporting the whole class while teaching, assisting effective presentations, meeting the needs of diverse learners, and making it easier to interrelate texts, images, and videos (Wood & Ashfield, 2008). Interactive whiteboards motivate students to participate in lessons because of the way they allow them to offer answers to teachers' questions by reason of the high visual and interactive effect. In order to help ELL students with the development of language proficiency and mathematical competency, an integrated whiteboard  is an effective teaching aid.

References

Beauchamp, G., & Kennewell, S. (2013). Transition in pedagogical orchestration using the interactive whiteboard. Education and Information Technologies, 18(2), 179-191. doi:http://dx.doi.org/10.1007/s10639-012-9230-z

Jung Won, H., & Suhyuns, S. (2012). Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms. Computers In The Schools, 29(4), 320-328. doi:10.1080/07380569.2012.734275

Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96. Retrieve from the Walden University Library 

Teaching with Technology Blog—Using Technology to Enhance Your College Teaching

Sharing information or thoughts and having others respond to them is an effective strategy to get students and teachers to communicate and evaluate ideas in a short period. One way to share scholarly information is by using a blog.  Blogs are electronic documents or websites where a community of learners discuss events, post comments or just give their views about a variety of subjects. Chai and Kim (2010) state that  blogs  are innovative knowledge sharing technology in which bloggers can share the information with others ,the information could be text, video, or audio-based materials. A formal assessment of recent research has indicated that blogs are used as reflective learning tool that assists students to improve learning and collaborative sharing. According to Dabbagh and Kitsantas (2011) blogs emphasize the social aspects of the internet as a medium for communication, collaboration, and creative expression.

Using blogs as a teaching and learning tool will help students develop self-discipline as well as their time - management skills. Blogs will also, assist students to become active self-regulated learners and help them acquire basic and complex personal knowledge management skills. The integration of blogs into the teaching and learning process is important in the classrooms of the twenty- first century. Today’s college students are digital natives, they have an essential attribute for digital technologies, as they’ve been integrated into their lives since early childhood (Puybaraud & Hahn, 2012). Incorporating blogs into my teaching practices has the potential to start significant educational innovations; however, blogging has challenges. Some of the disadvantages include the fact that many students are self-conscious about others seeing and critiquing their work. Privacy issues can also be a challenge, many teacher and students are unwilling to share views in an open environment.  High level of trust is needed.  Blog can play an important role in teaching and learning of most students in spite of the challenges. The true potential of blogs in colleges can be seen when students and teachers use them as publishing tools. The best way to fully recognize the value of blogs as a teaching and learning tool is to become a blogger.  Educators should blog to show students that it is something of value and to model appropriate ways of doing it. Also, it is important that students, parents, and administrators are clear about the expectations and the reasoning for using the blogs. Many students are already blogging, so they are attracted by the blogging tool and will be comfortable with it being used as a teaching aid. The main reason for incorporating a blog into my teaching is that it gives me another strategy to observe and monitor my students’ progress and identify their learning needs.

Blogging is a new experience for me. As I reflect on the skill and knowledge I have acquired over the past eight week I am left with a positive impression about the positive effects that the integration of blogs into the teaching and learning process can have on both learners and teachers. My experience with blogging has made me realize that Learning on demand is becoming a type of lifestyle in the classrooms of the twenty-first century. Learners are constantly seeking information to address a problem at work, school, or to just satisfy a curiosity. Students are now taking advantage of blogging and other digital and networked technologies to seek and share information. I am now able to fully appreciate the fact that Blogs provide educators with the opportunity to connect with students in a manner that continues to provoke thought and discussion outside of the classroom setting. The use of blogs encourages learners to behave in such a way as to have an effect on each other and may increase engagement and interest in the course content.

References

Chai, S., & Kim, M. (2010). What makes bloggers share knowledge? An investigation on the role of trust. International Journal of Information Management, 30(5), 408–415. Retrieved from the Walden University Library databases.

Puybaraud, M., & Hahn, H. (2012, February). Digital natives: A tech-savvy generation enters the workplace. Workplace Design Magazine. Retrieved from http://workdesign.co/2012/02/digital-natives-a-tech-savvy-generation-enters-the-workplace.

Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self-regulated learning. New Directions For Teaching & Learning, 2011(126), 99-106. doi:10.1002/tl.448

Teaching with Technology Blog—Online Learning Resources and Professional Development.

Some of the online learning technology available for teaching and learning at the college where I teach include the learning management system, Moodle, video streaming, blogs, wikis, discussion tools and synchronous presentation tools such as google docs, Adobe Connect now and Skype. I am relatively comfortable integrating, wikis, blogs, the learning management system and Skype into the classes that I teach. I use some of the synchronous applications in my regular classes, and the students are expected to use them whenever they are absent from school. The technologies are also used for inviting virtual visitors, mathematics specialist and other educators into our classrooms; this strategy allows the teaching and learning experience to go worldwide.

Adobe Connect is a fairly popular online learning resource at my college; however, I have not yet learned to use many of its features. I realize that if I am to use this technology appropriately I should learn how to project audio and video simultaneously as well as sharing files and conducting web meetings. Web blogs are powerful tools that can be used to get students to communicate and evaluate ideas; however, I am relatively new to blogging and as such have not yet used this resource for teaching and learning in my mathematics classes. Blogs can be used to assess my students’ academic growth as well as store portfolios of pupils’ work. I need to master this teaching strategy; it would enhance the teaching and learning of mathematics. The final decision as to what type of technology I will use as a part of my teaching strategy will be guided by Dr. Toney Bates (2013), S.C.T.I.O.N.S model.

The administration of my college has recognized the value of professional development for the academic staff as it relates to online teaching and learning. Training in the form of online courses, workshops, Webinars and forums are provided every term for all teachers. Lecturers are also given the opportunity to share ideas and information with other online teachers and professionals from other colleges. The professional development training should empower the teachers to perceive the significance of 21st century literacy skills, which include strong academic, and teamwork skills, thinking and reasoning skills, and proficiency in using technology. Policy makers should understand that “professional development programs can improve instruction when they immerse teachers in inquiry investigations” (Gerard, Varma, Carliss & Linn, 2011 p. 409). Professional development should help teachers to be able to assess their capabilities as they relate to using technologies such as learning management systems, web based simulation tools and content-specific software and hardware.

  One reason I would give to the leadership of my college for improving their support for classroom technology is that the use of technology is extremely helpful to all students especially for those with special needs. The various technologies can help teachers to motivate their students, accommodate different learning styles and teach students the importance of collaboration, a skill necessary for success in the twenty- first century.

 

References

Gerard, L.F., Varma, K., Corliss, S.B. & Linn, M.C. (2011).  Professional development for technology-enhanced inquiry science.  Review of Educational Research 81 (3), 408- 448. doi: 10.3102/0034654311415121

Laureate Education (Producer). (2013b). Dr. Tony Bates: Evaluating technology for teaching and learning [Video file]. Retrieved from https://class.waldenu.edu

My teaching style is that of a delegator. According to Grasha (1996) a delegator is concerned about giving their students the right to control their learning. As a college educator, it is important that I develop a clear understanding of my personal teaching style as it will affect the diverse body of students that we teach on a daily basis. A clear understanding of a teacher’s teaching style is an important step to becoming a competent educator.  Also, my philosophy of education is rooted in Jean Piaget’s constructivist theory. Constructing knowledge is primarily an earnest and industrious effort on the part of the students. Students frequently build on their existing knowledge , so it is important that teachers become facilitators of their learning

The teaching goal for many educators is to assist their students to develop the ability to synthesize and integrate facts or knowledge (Gurung & Schwartz, 2013). My role as a mathematics educator is to help my students to develop: computational fluency, conceptual understanding, and problem- solving skills and learn to be reflective persons. My responsibilities also include assisting my students to develop an informed concern about contemporary and social issues that are impacting the society

An eclectic philosophical approach to teaching and learning is a pressing requirement that I develop an understanding and acceptance of my students in a multi-cultural context where it is necessary to support diverse student learning. Mathematics educators are required to have a broad background in the art of teaching mathematics so that they will be able to place the mathematics they teach into its wider context. My teaching and learning goals emphasizes content mastery and so I try to help my students to view mathematics as a relationship among concepts, facts and procedure.  As a mathematics educator I try to provide a holistic education for my diverse student population by selecting materials appropriate for their age, culture, socioeconomic status, educational attainment, academic preparedness and language

Developing the knowledge, skills and abilities necessary to achieve my goals will not be easy. The spirit of innovation is the central feature of mathematics teaching and learning in the twenty- first century. I must, therefore, be involved in research so that the decisions that I make in the classroom and the incorporation of new ideas are all data driven. We live in a technological age and so I should develop my knowledge of calculus, number theory, statistics, set theory and linear algebra. Changing my views of teaching and learning is also necessary because the classrooms of the twenty- first century are multicultural. Reading mathematics literature is now a essential requirement so that I can continue to learn mathematics independently and when necessary implement new developments. I must also be up-to-date with my teaching strategies as well as my mathematical: symbols, language and structure. Finally, it is necessary that I attend mathematics: workshops, conferences, academic course and meetings so that I am aware of new developments in mathematics education.