#8 Can You Hear Me Now?

There are a myriad of communication tools out there and many of them such as email and discussion boards have been around for decades. Though useful they are not synchronous. Merriam Webster defines synchronous as “happening, existing, or arising at precisely the same time.” Synchronous communication tools allow users to interact in real time with one or more individuals. This includes conferencing (web, audio and video), on-line chatting, and instant messaging which are growing in popularity. The Standards for the 21st Century Learner (American Association of School Librarians, 2007) dictates that “today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future.” These are the tools of today and they are being introduced into K-12 classrooms as well as becoming a mainstay in higher education courses. On-line and blended higher education courses are transformed into learning communities where students use Skype, Messenger, iChat and other communication tools to ask questions, share trials and errors about new concepts, discuss research and clarify thinking. K-12 educators often use these tools for the same purpose as well as to bring outside experts into the classroom. In Clicking Across Cultures (2009) Cutshall reports, “Students say they prefer making connections through the new technologies to traditional activities.” Watch the video below to see Skype being used in an elementary reading class.

Are you ready to Skype, IM or chat in your classroom?

Helpful Links:
Skype Tutorial
Video Conferencing with Skype
Skype in the Classroom
iChat Tutorial Video
Yahoo Messenger Tutorials


References
Cutshall, S. (2009). Clicking across cultures. Educational Leadership, 67(1), 40. Retrieved from EBSCOHost

American Association of School Librarians. (2007). Standards for the 21st century learner. Standards definitions document. Retrieved from http://www.ala.org/aasl/standards

#7 Early Learner Math Needs

According to Raishay Lin (2011) in “Math Research Reveals Early-Learning Needs” there are three basic competencies that are essential to a student's math success: numbers, counting and low-level arithmetic. In the article Lin reviews the findings of a study conducted by psychologists at the University of Missouri with 177 elementary students from 12 different elementary schools spanning kindergarten through fifth grade. The study’s findings suggest that not only are these three skills essential but they should be mastered by first grade. Students that mastered numbers, counting and low-level arithmetic in first grade were more likely to be successful in math in fifth grade. Lin (2011) advises parents and teachers to incorporate these three skills in to their math instruction to prepare for long-term success in math. Having taught third and fourth grade I know that foundational gaps are difficult to overcome. Students that are missing early math skills often think they are "no good" at math or become easily frustrated when the work becomes a challenge. Here is a list of web-based activities that address these three competencies in the lower elementary grades. They can be used by students independently at the computer during center time or during flexible grouping. Click the title to preview the activity.

Number Sense:

• Give the Dog a Bone- Find 10 hidden numbers in a hundreds chart.
• Counting Caterpillar- Select a minimum and maximum and put the numbers in order from least to greatest. 
• Shark Pool Place Value-Match cuisinaire rods and the correct number.

Counting:

• Whack a Mole- Select your skip counting number and whack the mole that comes next in the sequence.
• Skip Counting Squares- Select your skip counting number and place the number squares in the correct sequence.
• Balloon Pop Skip Count- Select your skip counting number and pop the balloons in the correct sequence.

 

Basic Addition & Subtraction

• Math Magician- Select addition or subtraction for timed practice of basic facts. You can complete mixed practice or select a specific number to review.
• Sum Sense Addition- Timed fact practice of addition
•  Sum Sense Subtraction- Timed fact practice of subtraction 

 

References:

Lin, Raishay., (2011). Math research reveals early-learning needs. eSchool News, 15 (8), 77-78.

University of Missouri. (2011). MU Psychology Study Finds Key Early Skills for Later Math Learning [Press Release]. Retrieved from 

http://munews.missouri.edu/news-releases/2011/0711-mu-psychology-study-finds-key-early-skills-for-later-math-learning

#6 FASTTMath vs. XtraMath

Every teacher knows that the recall of basic facts (addition, subtraction, multiplication and division) is essential to prepare students for problem solving and higher order math (Baroody, Bajwa, & Eiland, 2009). In the traditional classroom teachers use flash cards, file folder games, Around-the-World or Minute Math in an attempt to increase fact fluency. Now that teachers are responsible for documenting their Response to Intervention (RTI) computer assisted instruction is being used to supplement the teacher-led instruction more frequently. Let’s compare two options FASTTMath and XtraMath. FASTTMath is a subscription based program by Scholastic, INC. marketed at both parents and schools. XtraMath is a free web-based program developed for parents and teachers by a Seattle-based nonprofit. Both programs aim to increase fact fluency.

Feature	FASTTmath	XtraMath
Cost	$14,900 (site license- *includes   Fraction Nation)  $300 for parents	Free
Usage       Recommendations	Once daily 10 minute sessions	Once session daily (session   time dependent on student)
Do you have to   download or install   software?	Network version is browser   based.   1 Computer license is    installed from a CD-rom.	Web-based
Develops    automaticity of   basic math facts	*addition     *subtraction     *multiplication     *division	*addition     *subtraction     *multiplication     *division
Individualized   Instruction	Yes	Yes
Placement    Assessment	Yes	Yes
Individual Student    Progress Reports	Student Reports    *Student Fact Fluency Status    *Student Lesson Status    *Student Response to      Intervention  Class Reports   *Progress Report    *Intervention Grouping      Report	Student Reports     *Progress Report     Class Reports     * Printing reports at the Class         level is unavailable
School level data   disaggregation	Yes	No
Game Component	Student’s receive game   choices at the completion of a   lesson cycle.	A Race the Teacher   game is played in each daily   session.
Program Method	Uses expanding recall to   move math facts into long-term   memory	Uses expanding recall to   move math facts into long-  term memory
Print Practice    Component	Yes	No
Personalized    Reward Incentives	*Certificates     *Display Modifications	*Certificates
Modifications for   Students with   Special Needs	*Display Modifications     *Time Modifications     *Spanish/ English language         choice	None

My campus utilizes both programs. FASTTMath is used by teachers committed to meeting the 3 times a week time requirement for students. Teachers that would like to use a computer assisted program for fact fluency but do not feel they can meet the time requirements of FASTTMath weekly opt to use XtraMath. Both programs have something to offer parents and teachers. FASTTMath has many more features and added benefits but in today’s economic climate XtraMath is an option worth considering. 

XtraMath Video

XtraMath Overview from XtraMath on Vimeo.


FASTTMath Video

Reference

Baroody, A. J., Bajwa, N., & Eiland, M. (2009). Why can't Johnny remember the basic facts?. Developmental Disabilities Research Reviews, 15(1), 69-79. doi:10.1002/ddrr.45

#5 Great Teacher Wanted

We all know that the quality of a teacher impacts student success. So what makes a great teacher? Are great teachers more likely to use the current resources and tools available to them to incorporate meaningful technology? When I think of the great teachers on my campus, one teacher ranks at the top of my list. To protect her privacy I’ll refer to her as Mrs. Smith. Even as a new teacher to my campus Mrs. Smith possessed a discernible confidence in her abilities from day one. Her confidence, however, doesn’t keep her from collaborating or learning from others. Technology is used in her classroom daily and I am often asked about specific tools after teachers have seen her use them. I sat down with Mrs. Smith and asked her a few questions to see if I could pinpoint what makes her a great teacher.

 

Student work displayed throughout room



Did you always know that you wanted to be a teacher?

I always knew I wanted to be a teacher since third grade. I actually found a paper that I wrote in third grade. The teacher asked us “What do we want to do when we grow up?” and I said that I wanted to be a teacher.

What do you teach? How long have you been teaching?

5 years experience - 4th grade math, 5th grade math, 3rd grade self-contained.  But mostly I teach math.

 

What was your proudest teaching moment?

My proudest teaching moment was two years ago I had a student that the mom swore up and down to me that she was not able to learn. That she was not going to get it. She just knew something was wrong with her baby. And I worked with her. I worked with her after school. I worked with her whenever I could. And she actually missed commended performance on TAKS by one question.

What technology do you use technology in your classroom.

I use Smart Notebook, Mimio Studio, the eInstruction clickers, the CPS chalkboard, PowerPoints and Alphasmarts. 





Mrs. Smith uses a variety of technology tools to make

the classroom engaging and gather data that drives

instruction.



What do you see as the biggest benefit to using technology?

It keeps the kids entertained. It gives them a different way to look at math. Using technology lets them see different ways to solve problems. Also data. The clickers make it easy to get information about the kids.

What is the biggest hurdle to using technology?

The biggest hurdle would be trying to make sure that you have time to use it. You can get overwhelmed with all of the stuff that you have to do. Technology kind of gets brushed to the side because of everything we have to do.

What can a campus technology support person do to help you use technology?

I would say introducing different ways to use what we already have. Maybe I don’t know how to use it in a different way. Giving ideas of different websites or ways to use technology helps.

What am I going to take away from this interview as a campus technology specialist? I need to be mindful of checking in with those teachers that I feel “have technology in the bag.” They are just as pressed for times as other teachers. I plan to begin sharing the way campus technology is used. Teachers often aren’t aware of what is going on in other classrooms. I have to remember that technology training must be ongoing. After introducing new tools to teachers they need not only several opportunities to practice but opportunities to discuss what's working or not working with each other. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes  (Martin et al., 2010) suggests that quality instructional-technology professional development has a positive impact on both teachers and students. It’s my goal to make sure that teachers like Mrs. Smith have the technology tools they need to continue to impact students.

Reference

Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. (2010). Connecting instructional technology professional development to teacher and student outcomes. Journal of Research on Technology in Education, 43(1), 53-74. Retrieved from EBSCOhost.



#4 CyberBullying

October is National Bully Awareness  Month. With the increased access to mobile devices and the growing popularity of social networking sites among young kids and teenagers cyberbullying is a real concern at home and at school.  As teachers and parents we can raise awareness and do our part to curb this disturbing trend.

What is CyberBullying?

Cyber bullying is the electronic posting of mean-spirited messages or images done anonymously using a cell phone, chat room, instant message, website or email.

What Can We Do to Prevent CyberBullying?

Parents

Know what your children are doing off and on-line. Depending on the age of your child your should have access to all accounts including email and voice mail.

When you are talking about the family rules for cell phone and/or computer use be sure to address cyberbullying. Go over what it is, why it happens and what your child should do if they see it happening in their friendship circles. 

Be prepared for your child to be the cyberbully as well as the one being bullied. In their 2010 survey of more than 4,400 randomly selected 11- to 18-year-old students Sameer Hinduja and Justin W. Patchin found that 20 percent of the students indicated they had been a victim at some point and about the the same number admitted to cyberbullying others.

Resources for Parents

• Cyberbullying: Spotting the Signs from the National Crime Prevention Council click here
• Cyberbullying: Solutions for Parents: video from Common Sense Media click here 
• 5 Things You Need to Know About Cyberbullying from Common Sense Media click here

Teachers

Make sure that your students are aware of your school’s policy on cyberbullying and the consequences if they engage in such activity.


Address netiquette and the appropriate use of social web 2.0 applications.  As communication and collaboration technology tools take on an increased role in the classroom dialogue with students about how to use these tools in a responsible manner.


Take cyberbullying seriously. Raise awareness about cyberbullying with parents, colleagues and administrators. Don't wait for a serious incident to happen before becoming involved.

Resources for Teachers:

• Download the Educator’s Cyberbully toolkit from Common Sense Media click here
• Student interactive on cyberbullying from Childnet International click here 
• Cyberbullying: You’re Not Alone video from CyberSmart (great video for introducing cyberbullying to young students) click here

Reference

Hinduja, S., & Patchin, J. W. (2011). High-tech cruelty. Educational Leadership, 68(5), 48-52. Retrieved from EBSCOhost.

#3 2011 Presidential Back-to-School Address

On September 28, 2011 President Barack Obama gave his annual back-to-school address. This year’s address let me know that he sees the challenges our changing society place on our schools, administrators, teachers and students. He recognizes that our high school students are preparing to be global citizens competing with the best and brightest from around the world.  The president says to students in attendance and those watching across the nation that “You’re this country’s future.  You’re young leaders.  And whether we fall behind or race ahead as a nation is going to depend in large part on you.” The President laid out steps he believes will help students meet this challenge.

1. Be the Best Student You Can Be

2. Explore and Take Risks

3. Continue Education Beyond High School

If we are depending on the next generation of high school students to make our nation competitive in the global market then this call to excellence is for teachers as well as students.

Be the best teacher you can be. We have to look at our classroom activities and instructional strategies and ask ourselves some questions. Are we planning lessons that require our student to think critically or solve real-world problems? Do we provide opportunities for our students to communicate or collaborate with each other? In the Global Achievement Gap Tom Wagner (2008) states that “effective communication, curiosity and critical-thinking skills are essential competencies and habits of mind for life in the twenty-first century.” 

Explore and take Risks. As teachers we are used to having control in the classroom and some of us are uncomfortable knowing that students often posses the technological know-how that we may not. It’s Ok to use the student’s knowledge to our advantage. There are several Web 2.0 technologies that are simple to use and provide opportunities for authentic collaboration and communication between students.

Continue your education. We need to be curious about the technological advancements that have educational value. We have to stay abreast of the tools that are available to us to engage our students and make our classes relevant. Most districts offer supplemental technology training and the online community has a vast array of resources available for teachers to network and communicate with other professionals.

If our students follow the three steps laid out by President Obama and we make sure our classrooms are preparing them for the twenty-first century our nation is sure to race ahead.

References

Wagner, T. (2008). The global achievement gap. New York: Basic Books.

Address transcript can be found at http://www.whitehouse.gov/the-press-office/2011/09/28/remarks-president-back-school-speech

#2 Now Showing...

Videos and films have always been part of the classroom and according to Technology & Learning (2008) “more than ever, teachers are using digital video to enhance their lessons.” But should they be?  Yes. Videos help students make connections between the real word and the classroom. The right video can help you illustrate an abstract concept, travel to a faraway destination or bring literature and the arts to life. It’s also the easiest way for a technology shy teacher to begin experimenting with technology. Propriety video-on-demand services like Discovery Streaming or Learn360 offer the widest range of educational content that is aligned to state curriculum.

If your school does not subscribe to a subscription service you still have options for finding quality educational videos to keep your students interested and ready to learn.

SchoolTube: SchoolTube is a free safe video sharing website for students and teachers. School Tube moderates all student crated materials and is nationally endorsed by leading education associations.

WatchKnowLearn: WatchKnowLearn has indexed over 20,000 educational videos and made them available to teachers without a registration or fee. The directory is categorized with teachers in mind so it’s easy to navigate.

Have Fun With History: HFWH is an online resource of history videos and activities. There is no registration required and all videos are free to watch and in the public domain.

NeoK12: NeoK12 offers a free collection of educational videos, lessons and quizzes for Kinder through twelfth grade. The videos are categorized by content area for easy searching.

YouTube: As the premier online video site Youtube has tremendous educational value. There are several education channels and channels from reputable organizations like National Geographic and PBS.  Not sure where to begin? Check out the video below.

Things to think about:

• Worried about ads and inappropriate comments on YouTube? Try out QuietTube to watch YouTube videos without the ads and comments.
• Digital content constantly changes so be sure you have a ‘Plan B’ if the video you plan to use has been removed
• Teachers have to model good digital citizenship. Remember to follow the appropriate copyright guidelines. Copyright and Fair Use Guidelines for Teachers

Are you already a pro at accessing digital resources for the classroom? Then it’s time for you and your students to actively participate and create new content.

Reference

Technology & Learning Editors. We All Stream for Video. (2008). Technology & Learning, 29(3), 22. Retrieved from EBSCOhost.