Mavers, D. (2009). Teaching and learning with a visualiser in the primary classroom: modeling graph-making. Learning, Media, & Technology, 34, 11-26.
This paper examines the technological affordances of the visualiser, and what teachers actually do with it in the elementary classroom. A visualiser is a digital display device. Connected to a data projector, whatever is in view of the camera is magnified in real time on the screen - be it a page from a book, an object, a living thing, or actions on and gestures around it. Researchers begin the study in hopes that the visualiser can be used for modeling, assessment, observation, information, and guided investigation. Participants were six third grade classes of nine- and ten-year-olds. Two classes were shown how to transform numerical values into a bar graph using the visualiser, two classes were shown using direct instruction of the teacher merely telling them, following a standard math book’s advice, two classes were given multiple worksheets aimed at learning by repetition. They were all asked to complete a bar graph after their “lesson”. The student’s bar graph’s were rated based on a previous scale made by researchers. The classes that used the visualiser had statistically significantly higher scores.
I had no idea what a visualiser was before reading this article. I think it definitely sounds like it would be helpful in the classroom for all the students to be able to see better and focus their attention. I also think that kids just love technology in the classroom, and bringing in something new would help to engage them. Again, my only concern is the cost of the visualiser. I don’t think most people doubt the benefit of using technology in the classroom it just simply and unfortunately comes down to a lack of means.
Sunday, April 19, 2009
Implementing STL in the Elementary Classroom
Wright, R. (2001). Implementing STL in the Elementary Classroom. Technology and Children, 6, 16-18.
Robin Wright is a fifth grade teacher, and proponent of integrating technology in the classroom. He describes technology as “the cool stuff” that keeps his students wanting to come to class. He writes that when planning for the year he always incorporates the Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000). He describes that it is set up to easily link with math, science and art objectives and is very beneficial in lesson planning. Wright attempts to incorporate projects and authentic learning tasks as much as possible. For example, he writes that fifth grade students must be able to calculate the perimeter of a geometric shape, but he takes it one step further by having students build a house. They designed an idea on graph paper, then worked with a computer program to turn it into a 3D blueprint, then built the house and even wired it with a front porch light.
I loved the author’s enthusiasm for incorporating technology in the classroom. While his students are doing something “cool” they were also getting real world experience, meeting math objectives, and approaching technology standards. The author also addresses how he manages meeting all his districts requirements as well as doing something extra by incorporating technology. His answer is that he doesn’t believe that he is doing something extra, he merely believes he is organizing lessons that will provide his students with the most learning opportunity possible by keeping them engaged, which should be every teacher’s number one priority. I agree and plan on incorporating authentic learning tasks as well as technology as much as I can when I get my own classroom.
Robin Wright is a fifth grade teacher, and proponent of integrating technology in the classroom. He describes technology as “the cool stuff” that keeps his students wanting to come to class. He writes that when planning for the year he always incorporates the Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000). He describes that it is set up to easily link with math, science and art objectives and is very beneficial in lesson planning. Wright attempts to incorporate projects and authentic learning tasks as much as possible. For example, he writes that fifth grade students must be able to calculate the perimeter of a geometric shape, but he takes it one step further by having students build a house. They designed an idea on graph paper, then worked with a computer program to turn it into a 3D blueprint, then built the house and even wired it with a front porch light.
I loved the author’s enthusiasm for incorporating technology in the classroom. While his students are doing something “cool” they were also getting real world experience, meeting math objectives, and approaching technology standards. The author also addresses how he manages meeting all his districts requirements as well as doing something extra by incorporating technology. His answer is that he doesn’t believe that he is doing something extra, he merely believes he is organizing lessons that will provide his students with the most learning opportunity possible by keeping them engaged, which should be every teacher’s number one priority. I agree and plan on incorporating authentic learning tasks as well as technology as much as I can when I get my own classroom.
Laptop Computers in the Elementary Classrooms: Authentic instruction with at-risk students
Kemker, K., Barron, A.E., and Harmes, J.C. (2007). Laptop Computers in the Elementary Classrooms: Authentic instruction with at-risk students. Educational Media International, 44, 305-321.
This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. The study was brought about after past researchers found that the curriculum offered to students from families with low-SES was often lacking in cognitively rich tasks that require critical thinking skills, and others found the astronomical disparity in use of computers between low-SES and high-SES students. The school that was selected held Title I status—74% of the students qualified for free and reduced lunch. The composition of ethnic groups in the student population was 21% African-American, 10% Asian/Pacific Islander, 10% Hispanic, 3% Multiracial and 56% Caucasian. There were a total of 26 students in this third grade classroom. Of this group, 12 were males and 14 werefemales. While the majority of students came from low socioeconomic backgrounds, several students in the targeted classroom also had additional challenges including 3 with specific learning disabilities, 3 more with deficits in reading, writing, or math, and 5 English language learners.
Each student was given his own laptop for use in authentic learning tasks, a lesson plan for the year was prearranged for the teacher and focused on these tasks. A mixed methods approach included classroom observations (6-8 hours a week for two years), interviews with the teacher, interviews with the students, and analysis of student projects. The results provide insight regarding the benefits and challenges of integrating wireless technology in an elementary classroom with at-risk students. Through classroom observations, researchers found the students to be using the computers as tools to learning, just like a pen or a pencil, and not depend on them as was one of their worries before starting the case study. Students respected the computers and no mal-treatment was recorded. Researchers also observed a positive change in classroom management and students working together whenever computer problems arose. Using the technology became second nature to the students within a month. From the teacher’s interview, researchers recorded that the technology helped her stay organized as she kept students digital work in one central location. She also noted that she felt better about the environment. The only negative thing she expressed was that parents wished their students brought more work home to show them what they’d done in school. The student interviews yielded positive results as well. Students enjoyed the projects and remarked that they didn’t feel like they were learning all year but just having fun. However, their test scores drastically improved.
I am a definite proponent of technology in the classroom. I enjoyed this article, and could have kept writing pages about it. I wanted to be brief so didn’t go into detail on the exact projects that the students did but they were great, and students seemed engaged and eager to learn which is of course, one of my main goals as a teacher. The other thing I absolutely loved is that the researchers went above and beyond by making a website called ‘No Strings Attached’, which contains dozens of sample lessons and offers practical classroom ideas, training tips and reflections by teachers and students. If only these schools could actually afford individual laptops for students. Another issue I had was that the researchers had a complicated way of determining if student’s work showed improvement, I was definitely not able to summarize it for you!
This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. The study was brought about after past researchers found that the curriculum offered to students from families with low-SES was often lacking in cognitively rich tasks that require critical thinking skills, and others found the astronomical disparity in use of computers between low-SES and high-SES students. The school that was selected held Title I status—74% of the students qualified for free and reduced lunch. The composition of ethnic groups in the student population was 21% African-American, 10% Asian/Pacific Islander, 10% Hispanic, 3% Multiracial and 56% Caucasian. There were a total of 26 students in this third grade classroom. Of this group, 12 were males and 14 werefemales. While the majority of students came from low socioeconomic backgrounds, several students in the targeted classroom also had additional challenges including 3 with specific learning disabilities, 3 more with deficits in reading, writing, or math, and 5 English language learners.
Each student was given his own laptop for use in authentic learning tasks, a lesson plan for the year was prearranged for the teacher and focused on these tasks. A mixed methods approach included classroom observations (6-8 hours a week for two years), interviews with the teacher, interviews with the students, and analysis of student projects. The results provide insight regarding the benefits and challenges of integrating wireless technology in an elementary classroom with at-risk students. Through classroom observations, researchers found the students to be using the computers as tools to learning, just like a pen or a pencil, and not depend on them as was one of their worries before starting the case study. Students respected the computers and no mal-treatment was recorded. Researchers also observed a positive change in classroom management and students working together whenever computer problems arose. Using the technology became second nature to the students within a month. From the teacher’s interview, researchers recorded that the technology helped her stay organized as she kept students digital work in one central location. She also noted that she felt better about the environment. The only negative thing she expressed was that parents wished their students brought more work home to show them what they’d done in school. The student interviews yielded positive results as well. Students enjoyed the projects and remarked that they didn’t feel like they were learning all year but just having fun. However, their test scores drastically improved.
I am a definite proponent of technology in the classroom. I enjoyed this article, and could have kept writing pages about it. I wanted to be brief so didn’t go into detail on the exact projects that the students did but they were great, and students seemed engaged and eager to learn which is of course, one of my main goals as a teacher. The other thing I absolutely loved is that the researchers went above and beyond by making a website called ‘No Strings Attached’, which contains dozens of sample lessons and offers practical classroom ideas, training tips and reflections by teachers and students. If only these schools could actually afford individual laptops for students. Another issue I had was that the researchers had a complicated way of determining if student’s work showed improvement, I was definitely not able to summarize it for you!
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