Article review # 6

Caldwell, J.E. (Spring 2007)  Clickers in the large Classroom: Current Research and Best-Practice Tips  Retrieved from http://archive.alt.ac.uk/newsletter.alt.ac.uk/www.lifescied.org/cgi/reprint/6/1/9.pdf

Summary

Caldwell discusses the use of using a clicker system in the classroom.  She describes in detail what the clicker system is and how it is used in the classroom.  The clicker system gives each student a device in which they can answer multiple choice questions throughout the class period.  It gives a break from the monotony of a class lecture and provides the opportunity to review the material that has been covered that class.  This provides numerous benefits to the instructor and to the student.  It gives the teacher the opportunity to see what material may need to be retaught, and also gives the student the opportunity to see what they need to study more. 

            There are many other benefits that can be seen by using the clicker system.  It provides the opportunity for all students to be involved in the class activities.  There is no longer the need for a student to feel self conscious about the possibility of answering a question wrong in front of the class.  With this system, each student would answer every question.  Results can be displayed, but only the student and teacher would know who was responsible for each device. 

Student accountability also becomes a factor while using the clicker system.  Caldwell found that when clickers were used, students focused more in the classroom.  She found that when the clickers were used, not only did student attendance increase, but grades improved as well.  Both increases came with the stipulation that the questions asked and answered were recorded for a grade.  Without this factor, it was believed that there would not be a significant increase in attendance or grades.  The grade must be enough to make the students feel that it was important enough to participate.  Professors found that if the grade was less than 5% of the total grade, there was no significant increase.

Caldwell also found that the use of clickers had an impact on student understanding and retention.  Studies showed that the use of clickers along with analyzing the correct answers, improved student understanding and retention.  The results were that student scores were constantly increasing.  They also showed that the retention rate of past material remained at a relatively high percentage.

Reflection

I found the results of this study to be fascinating.  I have had problems in the past with student participation.  I have usually had the same students participate in class and answer the same questions.  I know that they answer because they feel most secure with their answers and aren’t afraid to be wrong.  If I were to implement the clicker system, all students in the classroom would have the opportunity to answer the questions that were being asked.  I would be able to check the understanding of all students by their answers, and not simply relying on informal assessments to evaluate the lesson.  I also found it interesting that questions asked in class were taken for a grade.  It only makes sense that students would pay more attention in class if they knew that they were being graded on the clicker questions.  Personally, I feel that the students would put in a greater effort and pay more attention if they knew that they were being graded daily.  Unfortunately, the school district that I work in, does not believe in taking these assessments for a grade.

Article review # 5

Williams, R. (2009, Nov. 29) Social Media: Does It Help or Hinder Productivity? Retrieved from

https://www.psychologytoday.com/blog/wired-success/200911/social-media-does-it-help-or-hinder-productivity

Summary

In this article, Williams analyzes whether or not the use of social media in the classroom helps or hinders student productivity.  Williams looks at both the younger generation and the older generation while at work or at school and how they use technology while at work or school.  He mentions that the older generation spends less time using technology at work than younger generations do.  Williams also writes about the positive and negative beliefs about social media in the work and school environments.

            Williams has found the negative image of social media users as those who lack interpersonal communication, are shallow and are considered “serial time wasters.”  He also mentions that schools are more likely to block various forms of social media as a way to increase productivity.  Williams also talks about a university study that shows that the more time spent on Facebook, the worse their study habits were and had lower grades as well. 

            Williams offers support for social media users as well.  He cites studies that have shown that students and younger workers today are better at multi-tasking.  He says that this is the case because this generation has made technology a part of their lives.  He then cites examples that show that with a minimal amount of technology, workers have shown a higher production level than those who use other “distractions” at work or school.  He says that the level of productivity increases as long as the user spends less than 20% of their time on the internet (for non-work related activities).  The argument is made to say that this is an opportunity for a mental break and has shown to increase productivity compared to those that either spend too much time on the internet or those that find other ways to distract themselves.

Reflection

Even before reading this article I had the opinion that social media can only hinder student achievement in the classroom.  However, I was shocked by the points that were made in the article.  I had only thought of how easily I can get distracted and thought that this was the same for my students.  I did not take into consideration the concept of today’s youth being so adept to multi-tasking.  Based on the ideas that were presented in this article, I have changed my opinion.  I think that using social media in the classroom can be a great benefit in the classroom, as long as it is still monitored by the teacher.  Relatively short mental breaks are good for the students and will hopefully increase their production as the end result.  I understand that students can multi-task, but it is still important for the students to be monitored to make sure that they are spending more time on task rather than “surfing” the net. 

Article Review #4

Fee, J. (2013, August 13)  7 Ways Teachers Use Social Media in the Classroom.  Retrieved from http://mashable.com/2013/08/18/social-media-teachers/


SUMMARY
Fee says that teachers are learning to use social media in the classroom because it is the focal point for millennials.  She goes on to outline seven different ways for teachers to use media in the classroom.

1.    Encourage students to share work socially.  Students were asked to place and evaluate work online.  Students posted on a number of social media sites such as Facebook and Twitter.  Students were then required to critique the work of their classmates. 

2.    Use a hashtag to facilitate guest speaker discussions.  Students were encouraged to live-tweet an in class interview.  Students were then required to write a summary of the tweets after the interview.  Students can also tweet questions to the speaker as well.  This allows the students to ask questions without interrupting the speaker.

3.    Require the students to keep a blog.   Students can be asked to keep a blog about relevant or recent topics in a specific area.  A blog can also be used to reduce the amount of assignments that a student has to do.

4.    Require original expert sources.  In this method, students are encouraged to reach out to professionals and sources through a sight like Linkedin.  The author does note that a site like this is primarily used for professional networking.

5.    Use Google Hangouts.  This site allows a teacher/professor to hold virtual office hours when it is not possible to meet face to face with the student

6.    Create a social classroom on Edmodo.  Edmodo is a site in which teachers and post assignments, create a calendar, upload messages or photos for students and create quizzes.  This site allows students to take quizzes online and receive quick feedback  It also allows teacher to interact with each other and share lesson ideas.

7.    Hold a class in Second Life.  Second life is a website that in which a virtual classroom can be held.  Students can have discussions or debate a topic that is being covered in the class, instead of physically meeting.

REFLECTION
I thought that the recommendations were very helpful, although I think that some would be better used at the high school level than others.  I think that the creation of blogs would be one of the most useful tools to use for my classroom.  I could have students create blogs to discuss a variety of topics that are being studied, or to discuss significant historical figures.  Blogs can also be used as a tool for students to review primary and secondary sources from the time period. 
    Edmodo is another tool that is useful for the high school classroom.   I have used this and have found it is extremely effective in the classroom.  I have had students post comments, pictures and videos about topics that we have discussed in class.  I have posted assignments and quizzes for the students to complete as well.
    I feel that other topics that were shared could be effective as well.  I could have students post work or discussion topics in the future which can lead to discussions amongst the students in class. 
    I feel that with the current class structure that is used in my school, the one suggestion that I won’t be able to use would be second life.  Since we don’t have the opportunity for an open campus, an online meeting instead of a class meeting would be impossible to have.  The only time I could see this being of use at the moment would be on a snow day.

Article Review # 3

Togonon, E. (2013, June 19)   Edmodo: A modern Teacher's Tool.  Retrieved from  https://thewallflowerconfessions.wordpress.com/2013/06/19/edmodo-a-modern-teachers-tool/


Summary

Elsed Togonon begins his post on the use of Edmodo detailing a teacher carrying a stack of materials into a lecture hall or classroom.  He then describes the process of setting up for the class by posting materials on the board and then placing visual aids up for the students to see.  He talks about the “old strategy” of setting up a classroom in a day in which all teachers are supposed to use modern methods of teaching to make lessons convenient and relevant. 

Togonon then discusses the flaws with using modern technology; lack of computers, sharing media technology, and the lack of other tools necessary to carry out the expectations of the daily lesson.  When a teacher cannot use the modern technology, they are left to use the outdated methods, which carries with it stacks of papers to read through and grade.  The demands on a teacher become increasingly taxing as work must be graded and put in a grade book at the end of the grading period.

Togonon goes on to say that there is relief and an escape to these problems, and that is Edmodo.  He says that Edmodo is Facebook for education.  It provides a place for students and teachers to communicate electronically.  He talks about the current uses, which include posting assignments, posting a quiz, or any other assignments as well.  Edmodo provides a location for students to turn in work, which then takes away the need for the stacks of papers a teacher collects on their desk. 

He explain that Edmodo is a safe and secure site that students can use.  Each classroom page has a code that is given to the students.  Only the students in that class will be able to see the work that is submitted through the site.  The password can also be given to the parents to allow them the opportunity to see what is happening in the class as well.

The benefits of this site allows the students to get immediate feedback on the work turned in.  The teacher can post a grade immediately, so the students can see their scores.  Online discussions can also be had by the students and monitored by the teacher.  Students will have the opportunity to communicate with each other and reply to each others posts.  Visual aides can be placed on the site for the students to look at as well.

Reflection

I see the story that Togonon describes as a reflection of my own teaching.  In many cases I have hurried into a room and put materials on the board, or search for images on the internet and place them on the overhead projector one by one.  I have started using Edmodo this year, and have found it to be very helpful in preparing for class.  I have been able to post assignments online, and have had them turned in that way as well.  The work that I use to start the class can be placed on Edmodo and given a time limit for the students to complete.  I have found that this site has made preparation for class, and the flow of the lesson so much better.

Article revew #2

Garland, S. (2014, May 14).  What students really think about technology in the classroom.  Retrieved from http://hechingerreport.org/students-really-think-technology-classroom/

Summary

Sarah Garland takes on the challenge of interviewing students about using technology in the classroom.  She found that students have different opinions of online classes vs. a traditional classroom setting. 

Garland began interviewing students in a small town outside of Philadelphia.  Her interviews came to the conclusion that students may not like to use technology as much as the experts in educational fields believe. 

One of the drawbacks that students mentioned about online classes is the challenge of distractions.  Students thought that the classes would be easy to get through, and that they would be done rather quickly.  However, what they found was that they were falling behind or not doing as much work as they thought they would.  Students had trouble with the self-paced classroom. 

However, some students liked the concept of the open or cyber classroom.  Students said that in a lecture, it was difficult to get a professor to go back and repeat what was missed.  However, on a video series, it was simple for the students to stop a video, rewind, and understand the material in that manner.  Another student liked the “open world” of an online class compared to a textbook based classroom.

Garland concluded her interview with a mini debate that two students had about the topic.  One student argued that cyber courses were not as rigorous as a class that meets on a regular basis.  The student said that tests can be taken with the use of notes and that there was really no need to study.  This argument was countered with the idea that in the real world, nobody is watching over your shoulder to make sure you get the job done.  That it is up to you to make sure you know the information.  They also argued the social aspect of classes.  A concern is that students may not get the social interaction necessary if not meeting with a group of their peers.  The counter was that the students will get the necessary interaction on scheduled meeting days with the teacher.  A comment was also made that much of the social interaction in a regular classroom is negative and does not improve the student.

Reflection

I found this article to be an eye opener in terms of student thought on technology.  Since I began teaching, the concept of incorporating technology into the classroom has always been stressed.  Because of that push, I have always assumed that this is something the students would always enjoy.  However, some of the comments in this article led me to believe that this is not always something that the students want, or is it something that is always positive in education.  I do not like the idea of an online classroom for high school students.  I think that the students can get too distracted to fully appreciate the class that they are taking.  I feel that without the structure of a normal classroom, the student will rush to get through the work and not get all of the benefits the class can offer.  I also believe that the social interaction in a classroom is a necessity for the development of a high school and college student.  One must be able to listen to the ideas of their fellow students and to also have the opportunity to have their classmates give opinions on their beliefs as well.  So much of education is not just the topic being covered, but the ability to learn to deal with their peers as well.

Article Review #1: Dobo N. ( 2014, October 15) After 20 years, a teacher reinvents her classroom using technology Retrieved from http://hechingerreport.org/20-years-teacher-reinvents-classroom-using-technology/

Summary

In the article, After 20 years, a teacher reinvents her classroom using technology, Dobo(2014) examines the ways in which a veteran teacher begins to incorporate technology in her classroom. 

     Valyncia O. Hawkens has taught for 20 years and constantly has to deal with classrooms that have learners at different academic abilities.  The main questions that she has to deal with yearly is how to create a classroom environment that adheres to each of the students needs.  After twenty years in the profession, she had yet come up with a solution to this problem.  She decided to take a fellowship and began studying other classrooms and the methods that were used.  While viewing other classrooms, she began to see how technology was used in each of the classrooms.
     Hawkens took the information that she was presented and began her own method of instruction.  She created a blended classroom that utilized technology.  The classroom that she created didn't require her to stand in front of the class and direct instruction the entire period.  Many of the classes began with a quick lesson for the students to complete.  When students were done, they were allowed to get laptops and pick an activity that they could work on.  The students who were struggling with the opening activity, would stay at the front of the room and receive direct instruction.  This allowed her to create a classroom in which students were able to move at their own pace, and those that struggled would not be left behind.
  Hawkens created a classroom of blended instruction.  The instruction combined online activities with in-person instruction.  Hawkens was able to monitor the students activities and go from group to group to assist them individually.  Hawkens also said that with this type of instruction, behavioral problems decreased in her classroom.  The reason for this was the freedom that the students were given to work on their projects.  The students could choose to work alone or in groups, and also had the ability to wear headphones or not while working.  Because the more advanced students did not have to wait for other individuals to complete their work, the downtime and boredom of the classroom began to diminish.



Reflection

I found this article to be extremely informative and relevant to my own teaching experiences.  Although the classroom in the article is a fifth grade classroom, the difficulties that are faced in dealing with mixed ability classrooms is relevant throughout the educational system.  I found the structure of her classroom to be one that has met the needs of all different learners.  While reading this article, I constantly thought of my classroom and what how I would incorporate her methods to my lesson.