‘A Child’s Relationships with Technology’

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Students Visit Other Countries – Without Leaving NZ from RNZ, 23 June 2017

High school students in New Zealand are piloting a virtual reality foreign language app. They can visit other countries and learn languages without leaving New Zealand.

When ELA Tools Can’t Adapt to Students’ Native Language by Jen Curtis, EdSurge, 29 June 2017

Curtis looks at some of the issues involved in creating translated online materials for English language learners. She focuses on Spanish/English and the difficulties of translation between these two linguistically different languages. Edtech companies are trying a variety of solutions, but even with good translations, there can be problems. Sometimes the level in the translated version may be beyond that of the original English text. Another issue is that some learners may not be literate in Spanish despite being Spanish speakers. Some online platforms have decided that good support in English is more useful than translations that may not be accessible to learners.

Navigation of Computer-Based Tests Matters for Young Students, Study Finds by Benjamin Herold, Education Week, 30 Apr. 2017

Herold reports on a research study conducted by American Association for the Advancement of Science, which found that while high school and college students showed no significant difference, elementary and middle school learners did not perform as well on computer-based tests that did not allow them to “skip, review and change previous responses” as they did on computer-based tests that do allow this and on paper-pencil tests.

The Role of Relationships in Children’s Use of Technology by Jeremy Boyle, The Fred Rogers Center, 23 Feb. 2017

Boyle looks at how the conversation about children and technology has shifted from whether children should use it to how they use it. Since the Fred Rogers Center focuses on relationships, Boyle makes the connection to a child’s relationships with technology and with other people.

3 Reasons Apps Foster Effective Learning

By Marie Mérouze
Founder and CEO of Marbotic

As technology continues to evolve, it’s not surprising that apps are starting to be incorporated into daily classroom activities. With more than 80,000 apps considered “educational” in Apple’s app store, educators will never have a shortage of applications to use with students while teaching various lessons.

And, while most educators welcome the regular use of applications in classrooms, some educators and even parents are hesitant to leverage technology to support curricula. However, when used in the right way, apps can complement lessons and help teachers. A recent study found that the use of tablets and apps improved both classroom learning and engagement. There are many reasons, and here are three:

Enjoyment

It’s been proven that the release of dopamine has an effect on students’ desire to learn. Dopamine is released when students are engaged in an activity they enjoy. For example, when they play an app that is fun, the released dopamine encourages them to keep learning to maintain the level of enjoyment. When learning feels like a chore, many students lose interest in the lesson. With apps designed as games, learning is no longer a chore but, rather, a fun activity.

In order to avoid apps that are solely for entertainment, I recommend apps that are not distracting to the learning environment. When classroom apps are carefully reviewed, students will have fun and look forward to playing games while learning at the same time.

Diversity

These days, educators are stretched thin. They’re working to provide the best possible classroom learning experiences for children, but the problem is that students learn in different ways. What works best for some children might not work for others. Thus, the introduction of a variety of applications provides different ways for students to learn.

Some students learn best by writing things down. Others, with visual games. Still others, with tactile activities. Because apps are so versatile, they can address various learning styles without the need for educators to print a wide range of worksheets.

Repetition

Repetition is not only a key component of learning, but it reinforces it. Contrary to popular belief, repetition doesn’t have to mean doing the exact same exercises again and again but, rather, engaging in practices that work the same skill group.

On the one hand, while worksheets are a prime practice tool for lessons, they’re typically a “one and done” activity. On the other hand, apps are meant to engage students again and again. Beyond being environmentally friendly, apps provide reinforcement each time they’re played – especially apps that automatically adjust difficulty levels to match ability. Quality apps for the classroom usually incorporate a wide range of activities for different levels, providing fun, new ways for students to grow again and again.

At the end of the day, apps aren’t solely about entertainment. They can be helpful in the classroom, too! When looking for complementary activities to support lesson plans, don’t forget to consider apps and how they can positively enhance the learning environment.

Computational Thinking, LiuLiShuo & Audiobooks

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Why Computer Science Education in K-12 Settings Is Becoming Increasingly Essential by Mehran Sahami, The Huffington Post, 14 Sep. 2016.

Is computer science for everybody? In this blog post, the author reminds us that in today’s world, computer science goes beyond programming for programmers. It is more and more part of our everyday lives. The author asserts, “This is the reason we don’t talk about teaching CS as just teaching ‘programming,’ but rather as a means for students to develop ‘computational thinking’ skills.”

Ex-Google Guy Builds English Teaching App That Adapts to Student by Selina Wang, Bloomberg Technology, 13 Sep. 2016.

Chinese parents spend quite a bit of money for English lessons for their children, then find out that their children don’t speak English very well. In steps LiuLiShuo, which means “speaking fluently,” an app which incorporates gaming and social media into English learning. While it has its critics, it also has 30 million (yes, million) users.

Audiobooks Can Support K-12 Readers in the Classroom by Kate Stoltzfus, Education Week, 19 Sep. 2016.

Audiobooks have been around for quite a while, and their usefulness for struggling readers has been supported by research. With the growth of digital media, audiobooks are becoming even more important as a tool for learners, especially students who have trouble reading. A study by the American Association of Schools Libraries in 2012, which focused on elementary students, found that “audiobooks improved students’ reading scores, increased students’ positive attitudes about their reading ability, and offered students more personal choice in what they read.”

NZ Education Minister Proposes Reform to Launch Schools Into the 21st Century

Jim ShimabukuroBy Jim Shimabukuro
Editor

It was just a matter of time, and it’s now finally happening. The online revolution is breaching the walls of K-12 schools. New Zealand Education Minister Hekia Parata is behind an Education Amendment Bill, introduced in Parliament this week, that will make it possible for “school-aged children…to do all their learning online.”1

“The fact of the matter is,” says Parata, “young people now operate in a world where technology and being connected is a norm for them. We want to make sure our legislation going forward provides for those options.” She adds, “Because this is the 21st century we want to make sure New Zealand kids are digitally fluent and they can take advantage of technology.”

Parata and Sewell

Hekia Parata, New Zealand Education Minister, and Karen Sewell, Te Kura board of trustees chair.

Karen Sewell, Te Kura board of trustees chair, strongly supports the amendment. She says, “Students could choose to learn online or face-to-face, or a mix of both, and have access to a much broader range of subjects regardless of the size and type of school they’re attending.”

Needless to say, many in the traditional school establishment are alarmed and up in arms. Angela Roberts, Post-Primary Teachers’ Association (PPTA) president, says, “There are two wildly incorrect assumptions that underpin this idea. One is that online learning can substitute for face-to-face, and the other is that a more competitive market in education is going to lead to better results. Both of these fly in the face of all the evidence.”

The outcome of this bill is yet to be decided, but I’ll be watching its progress closely. At this point in time, whether it passes or not is not as significant as the fact that the process of online reform has begun at the national level in a noteworthy school system.

Vigorous opposition from the status quo is to be expected, but the world is changing rapidly and traditional classroom-based models are becoming increasingly difficult to justify for a school-age population that’s been immersed in technology from birth.

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1 All quotes in this post are from Jo Moir’s “Government Education Reform Focuses on School-aged Children Learning from Home,” Stuff, 23 Aug. 2016.

80 Percent of K-12 Schools Now Using Digital Content

Jim ShimabukuroBy Jim Shimabukuro
Editor

A study by ASCD and Overdrive, Inc.,1 is being released today (1 April 2016). Digital Content Goes to School: Trends in K–12 Classroom E-Learning is available for download here. Here are some of the highlights:

1. More than 80 percent of K-12 schools and districts are now using some form of digital content — including eBooks, audiobooks and digital textbooks — in the classroom.

2. Of the 80 percent of respondents who report using digital content in their schools or districts, four out of 10 are using it as part of their curriculum.

3. Devices used for digital content: laptops (75 percent), tablets (62 percent), personal computers (49 percent), and smartphones (17 percent).

4. Contributors to this growth include recognized benefits such as the ability to deliver individualized instruction, allowing students to practice independently, and greater student attention/engagement.

5. As digital content continues to transform the classroom, the concept of a personalized, individualized model of schooling becomes more feasible, according to the report.

6. “Devices bring more knowledge to students’ fingertips than the teacher can give, so the traditional lecture model is no longer applicable. We want content that will engage students and the ability to introduce flipped classrooms with content that students can access at any time, at any place” (Kahle Charles, executive director of curriculum, St. Vrain Valley Schools, Longmont, Colorado).

7. The two issues cited most often were equity concerns about lack of Internet access at home and the fear of teachers not wanting to go digital, including teachers not comfortable or effective with digital learning.

8. Across the board, teachers most desire English/Language Arts (ELA) content in digital format (74 percent), followed by science (62 percent), math (61 percent) and social studies (56 percent).

9. Survey respondents report that digital content currently occupies about one-third of the instructional materials budget and the use of digital content continues to grow.

10. This report is based on a survey of more than 2,000 administrators at the school or district level in the U.S.

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1 Overdrive, Inc., is a provider of eBook and audiobook platforms for schools.

English on the Internet, Game-based Learning, Kids’ Coding

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English is losing its status as the universal language of the Internet by Leanna Garfield at Tech Insider 1/3/16

Leanna Garfield makes the point that the presence of the English language on the Internet is dropping from about 80% in the mid-1990s to about 45% today. She proposes that translation tools and a greater web presence by other languages “could create a more democratic web in the future.”

Other interesting stats: “Chinese, the most widely spoken language, makes up just 2.1% of the internet. The world’s second most widely spoken language, Spanish, encompasses 4.8% of the web. Hindi, spoken by 260 million people, makes up less than 0.1% of the internet.”

Game-Based Learning Has Practical Applications for Nontraditional Students by Marguerite McNeal at EdSurge 1/20/16

McNeal reports on a study, “The Potential for Game-based Learning to Improve Outcomes for Nontraditional Students,” which focused on whether game-based learning helped nontraditional students improve outcomes. One finding of the study is that game-based learning is more effective when it is part of an integrated curriculum, not just as a stand-alone strategy.

A Kids’ Coding Expert Says We’re Making Computer Class Way Too Boring by Anya Kamenetz at nprED 12/11/15

Schools in the UK and Australia want to expand kids’ use of computers to go beyond fun and games in the classroom. Michael Resnick, head of Lifelong Kindergarten Group, associated with MIT’s Media Lab, says that “Coding is not just a set of technical skills. It’s a new way of expressing yourself. It’s similar to learning to write — a way for kids to organize, express and share ideas. But instead of putting words into sentences, now they can create animated stories.” He cautions, however, that what schools are doing is too simplistic to the point of being boring. “Many popular apps for teaching programming are structured more like games, with a simple set of instructions to reach a predefined outcome.”

Creating Community: Part 3 – Hard Conversations in an Online Classroom – ‘Heart of Darkness’

Judith_McDaniel2_80By Judith McDaniel with Tim Fraser-Bumatay, Daniel Herrera, and Ryan Kelly1

Thinking about Heart of Darkness

The questions we were left with at the end of the Othello discussion included one that came up again later in the course. I asked, how do we know what we do not know — or how do we know we have a cultural bias/perspective in order to shed it? We usually don’t, except for our relationship to others and their perspectives — when we can say, Oh, right, I missed that. And I rarely hear students say, Oh, sorry, I was thinking like a white person or thinking like a patriarch. So we need to know the context in order to think intelligently about our own constructed world-views, don’t we?

Herrera Kelly Bumatay McDaniel

Daniel Herrera, Ryan Kelly, Tim Fraser-Bumatay, and Judith McDaniel.

Along with the Conrad story, we were reading an article by a professor who advocated banning it as a racist text. Ryan found this account amusing. “While he cites the fact that Heart of Darkness is racist and offensive and because of that he no longer sees the value in teaching it, what resonates from this piece is actually his point that proves the opposite. He describes how marked up his book is and explains how each time he read the novel as a student he found new things to underline. The time, the place, the teacher, and the lens changed, and as each did he was able to look at the novel in a new way and gain a different piece of valuable insight into it’s meaning….”

“For me,” Ryan continued, “this is the true test of a novel’s worth. The reason we reread things in the first place is because we always notice more the second time around. Once we generally understand the plot of a story we can focus on other elements and find deeper meaning, and Heart of Darkness seems to be one of those stories where those deeper meanings are fluid and can change with the times. While it may be true that Conrad was a racist, I don’t think that’s enough to invalidate this text.”  Continue reading