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Emerging and Innovative Technologies

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Janice Newlin

on 20 November 2011

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Transcript of Emerging and Innovative Technologies

Emerging and Innovative
Technologies: Before we begin... Integrating appropriate technology can positively influence essential dimensions of classroom learning. These learning methods include active learning, cooperative learning, communication skills, critical thinking, instructional effectiveness, motivation, multicultural education, and multi-sensory delivery (Keengwe, J., Onchwari, G., & Wachira, P., 2008). The use of technology offers teachers a diversity of different educational tools enabling them to change education in ways they could never have imagined in the last decade. Enhance and Improve the Teaching and Learning In Your Classroom! Technology is a tool, not an end in itself. Slowinsk, J. (2000). Becoming a Technology Savvy Administrator, ERIC. Retrieved March 1, 2010 from http://eric.uoregon.edu/publications/digests/digest135.html Identification One of my students using T2MM http://www.text2mindmap.com/ Text 2 Mind Map is a free web application that creates a mind map out of a list of words. Just one of the great features of Text2Mindmap is you don’t have to register for an account or download any software. You simply go to www.text2mindmap.com, delete the example in the text outline box on the left hand side of the page and begin typing in your ideas. It also allows you to copy and paste already created text from a different application like Microsoft Word into the text outline box. It really is that simple. As you type your ideas in the box you use the tab key on your keyboard to indent sub-topics and the shift-tab key for out denting. Or you can use your mouse to click on the indent button or the out dent button at the top of the box. When you have listed all of your ideas, simply click the ‘Convert to Mind Map’ button. Meet the Experts Can your technology pass our acid test? Jean Piaget John Dewey Benjamin Bloom Jerome Bruner Daniel Pink Albert Bandura Howard Gardner http://gsi.berkeley.edu/teachingguide/theories/social.html Lev Vygotsky http://www.crystalinks.com/piaget.html http://www.notablebiographies.com/De-Du/Dewey-John.html http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png http://oaks.nvg.org/jerome-bruner.html http://www.ask.com/wiki/Albert_Bandura http://pzweb.harvard.edu/PIs/HG.htm http://www.danpink.com/about http://divergentmba.files.wordpress.com/2009/12/a-whole-new-mind.jpg http://www.educationalvoyage.com/multiintell.html http://www.abacon.com/slavin/t5.html http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html Implementation Use Text2Mindmap in the classroom to:
Create a more visual way of representing an idea.
Present an overview of a plot line of a story.
Demonstrate relationships between groups or individuals.
Show relationships between almost anything such as the solar system or the food chain.
Increase creativity for virtually any subject area by helping your students think outside the box and make associations that they may not have thought about before.
Create an outline of the unit or chapters of a textbook. Picardo, J. (2009, February 8). I teach, therefore you learn... or do you?
[Video file}. Retrieved from http://vimeo.com/3413055 Pink, D. H. (2006). A whole new mind. New York, NY: Penguin Group.
Roblyer, M. & Doering, A. (2010). Integrating educational technology into teaching. Boston, MA: Allyn & Bacon.
Woolfolk, A. E. (2010). Educational psychology (11th ed.). Upper Saddle River, New Jersey: Pearson. One of my students playing FreeRice http://freerice.com Freerice.com is a website where students play educational, multiple-choice games to end world hunger. For every question the student answers correctly, 10 grains of rice are donated and distributed world-wide through the World Food Programme. Categories include: Art (famous paintings), English (vocabulary and grammar), chemical symbols (basic or intermediate), Geography (country identification and world capitals), Language Learning (French, German, Italian, and Spanish), and Math (basic math, pre-algebra and multiplication tables). As you answer questions, your total score is displayed as a mound of rice and the amount. Missed questions are reviewed which reinforces the knowledge. Identification Use FreeRice in your classroom to:
• Practice facts for a wide range of subject areas.
• Open discussions about hunger and poverty around the world.
• Teach character education (i.e. compassion and empathy).
• Bookmark on your classroom computer for your “fast finishers” to play while they wait for next activity.
• Encourage students to play at home when they are bored or just for fun.
• Teach a whole group math lesson where students can document the number of grains of rice donated each month. Then use the figures to introduce charting and graphing skills.
• Use as a learning center for students to rotate through.
• Use as a service project for your classroom.
• Offer as extra credit. Identification http://www.carnegielibrary.org/kids/storymaker/ Developed and provided by The Carnegie Library of Pittsburgh, My StoryMaker is a free, easy to use, interactive story creation tool. This Web 2.0 tool enables students to write their own stories by adding characters, items, and a setting to each storyboard while selecting emotions, actions and interactions for their characters. While the student is selecting the elements, a basic story will automatically be written. However students are given the opportunity to edit and include their own descriptive dialog. Once completed the student can print their story or receive a link to view an online PDF version of the story. My StoryMaker requires no login which means once the student arrives at the website…let the creating begin! During this presentation you will learn four “emerging and innovative” technologies to implement in your classroom. Each technology will be presented in three sections: Identification, Implication, and Implementation. “Identification” will summarize and describe the important elements the technology possesses. In the "Implication" section, specific educational psychology theories, concepts, and principles and views expressed in Daniel Pink's book, A Whole New Mind, will be identified, explained, and manifested in the given technology. And finally “Implementation” will provide you with some ideas on how to utilize the technology in your current/future classroom. Implementation Implementation Implementation Implication
T2MM Woolfolk (2010) points out that concept (mind) map activities are more effective for achieving knowledge retention and transfer in comparison with activities such as reading text passages, attending lectures, and participating in class discussions (pp. 274-275). According to Woolfolk (2010), collaboration is a philosophy about how to relate to others—how to learn and work (p. 323). Creating a mind map or graphic organizer can be a great collaboration tool for you and your students. Mind mapping allows students to break something down into parts a process which exemplifies the analysis objective in the cognitive domain on Bloom’s Taxonomy (Woolfolk, 2010, p. 459). This tool is also a great way to assess the comprehension levels of your students. Because the map can be used in so many ways, its versatility readily lends itself to the different learning styles of your students, and therefore fits well with Howard Gardner’s analysis on the theory of multiple intelligences (Woolfolk, 2010, p.117). Mind mapping can also be used in the scaffolding process, a key element of Vygotsky’s Zone of Proximal Development theory. Students can use a mind map for support as they build a firm understanding that will eventually allow them to solve the problems on their own (Woolfolk, 2010, p. 50). Bandura's theory of self-regulation is supported by mind mapping since it assists students in identifying important details and developing a big picture (Woolfolk, 2010, p. 372).

The six sense of Symphony goes hand in hand with mind mapping. Symphony, according to Daniel Pink (2006), is “the ability to put together the pieces”, “the capacity to see the big picture”, and “to notice relationships between seemingly unrelated ideas into something new” (pp. 2-3, 130, 143). Jerome Bruner implies that children are more likely to understand and remember concepts discovered during interaction with their environment (Robyler, 2007, p. 39). Implication
My StoryMaker The creators of My StoryMaker, Bard McKinley and Yun-Ling Lee, developed their storytelling program for children on the theory of “literacy learning through play.” Based on Lev Vygotsky’s research on play and childhood development, they designed an area of play that encourages children to explore their Zone of Proximal Development. In My StoryMaker, objects are represented as ideas. This concept leads to the development of literacy as children match written words to abstract meanings and allows exploration and creative control (McKinley and Lee, 2008). Jean Piaget would agree with McKinley and Lee since his theory reiterates that learners learn through play (Woolfolk, 2010 p. 49). Maria Montessori once said, “Play is children’s work.” The brain develops with stimulation, and play provides some of that stimulation at every age (Woolfolk, 2010, p. 79). Daniel Pink (2006) concurs with Montessori Education and tells us that commingling work and play has become both more common and more necessary (p. 187). Pink (2006) stresses the importance of Story throughout humanity and how central it is to how we think (p. 102). Stories are simply easier to remember than dry facts. My StoryMaker provides students with the opportunity to “fashion a compelling narrative” (Pink, 2006, p. 66). As students create their story using My StoryMaker, teachers may ask students to put themselves “in the shoes” of the character they create in their story. Pink (2006) tells us that empathy is standing in someone else’s shoes…climbing into another’s mind to experience the world from that person’s perspective” (p. 139). My StoryMaker require a synthesis of application touching on the cognitive domain on Bloom’s Taxonomy. Vygotsky’s idea in teaching “tailor scaffolding to the needs of students” (Woolfolk, 2010, p. 52) is presented through My StoryMaker as the user is provided with sentence starters as they create their story. The Multiple Intelligence type of Linguistic (verbal) is demonstrated through writing stories using My StoryMaker (Woolfolk, 2010, p. 115). My StoryMaker is not only an excellent tool in constructivist learning; it also catches student interest and creates a state of motivation helping students to think deeply (Woolfolk, 2010, p. 400). McKinley, B., & Lee, L. (2008). My story maker. Retrieved from (http://www.bardmckinley.com/assets/papers/MyStoryMaker_CHI2008.pdf)
Pink, D. H. (2006). A whole new mind. New York, NY: Penguin Group.
Woolfolk, A. E. (2010). Educational psychology (11th ed.). Upper Saddle River, New Jersey: Pearson. Sam and AJ collaborating using My StoryMaker Use My StoryMaker in the classroom to:
improve children's writing skills.
learn about character development, setting, and plot design.
use for language arts projects.
use across the curriculum.
use as a means to demonstrate knowledge about story construction (beginning, middle, and end, etc.)
use to create a whole class story using an interactive whiteboard.
use individually on classroom computers or in a computer lab setting. Pink, D. H. (2006). A whole new mind. New York, NY: Penguin Group.
Roblyer, M. & Doering, A. (2010). Integrating educational technology into teaching. Boston, MA: Allyn & Bacon.
Woolfolk, A. E. (2010). Educational psychology (11th ed.). Upper Saddle River, New Jersey: Pearson. Identification http://www.skype.com/intl/en-gb/home Skype is web-based, video conferencing software that enables you to make free, voice and video calls to anyone in the world! It's as simple as downloading the software, having Internet connection and access to a webcam and microphone. Use Skype in the classroom to:
Call students in other countries to discuss cultural differences, units of study, etc.
Invite the author of a book you are reading in class to interview or do a read aloud.
Invite a guest speaker to speak to your class.
Go on a virtual field trip such as to a museum or another interesting place and bring the world to your classroom.
Learn a foreign language from a native speaker.
Allow an ill student to continue his/her studies from home and stay connected to his/her teacher and classmates.
Schedule parent/teacher conference with a parent whose work interferes with making the conference in person.
Conduct professional development with education experts or with other teachers.
After-school tutoring (student-student or student-teacher.) Implication
Skype The VoIP (voice over internet protocol service) of Skype supports the constructivist theory of learning. According to Woolfolk (2010), constructivism is based on the two fundamental ideas in which learners are active in constructing their own knowledge and social interactions are important in this knowledge construction process (p. 311). Vygotsky’s Sociocultural theory can be seen through the use of Skype in the classroom by facilitating cooperative dialogues between children and more knowledgeable members of society. Children also have the opportunity to “learn the culture of their community” through the use of this communication tool (Woolfolk, 2010, p. 42). Dialogue and discussion are important avenues to learning (Woolfolk, 2010. p. 49). Piaget tells us that we learn from other through social transmission. Without this, we would need to reinvent all the knowledge already presented by our culture (Woolfolk, 2010, p. 32). Piaget also believed that the most helpful interactions were those between peers, in that peers are on an equal basis and can challenge each other’s thinking (Woolfolk, 2010, p. 43). Using Skype capitalizes on dialogue and group learning (Woolfolk, 2010, p. 52). Skype provides classrooms with the ability to collaborate (relate to others) with others enabling students to learn from different cultures and their point of view. Cooperative learning situations offers elaboration, interpretation, explanation, and argumentation all which are essential to the activity of the group and where learning is supported by other individuals (Woolfolk, 2010 p. 323). Using Skype encourages and promotes social exchange toward constructing new knowledge through cooperative communication. Skype provides students with this opportunity to ask questions and to examine their own thinking. John Dewey’s theory in teaching and learning is illustrated through Skype in that “learning is individual growth that comes about through social experiences” (Robyler, 2007, p. 39). An implication of Jerome Bruner’s Discovery theory is exemplified through Skype since “children are more likely to understand and remember concepts discovered during interaction with the environment” (Robyler, 2007, p. 39). Skype provides students with the motivation to learn by catching student interest (Woolfolk, 2010, p. 400). Pink (2006) tells us that “empathy depends on emotion and since emotion is conveyed nonverbally, to enter another’s heart, you must begin the journey by looking into his face” (p. 162). Skype enables the user to do just that! McDowell, R. (2010, March 21). The Hole In the Sky [Video file]. Retrieved from
Pink, D. H. (2006). A whole new mind. New York, NY: Penguin Group.
Roblyer, M. & Doering, A. (2010). Integrating educational technology into teaching. Boston, MA: Allyn & Bacon.
Woolfolk, A. E. (2010). Educational psychology (11th ed.). Upper Saddle River, New Jersey: Pearson. Implication
FreeRice Students can use FreeRice to understand content and add meaning to their learning. Both Piaget and Vygotsky would probably agree that students should be put in situations where they have to reach to understand, but where support from other students or the teacher is also available (Woolfolk, 2010, p. 50). FreeRice provides this scaffolding effect. Setting up situations (such as in a game environment) that lead to unexpected result can help create an appropriate level of disequilibrium which encourages growth and motivates learning (Woolfolk, 2010, p. 49). In FreeRice when the student clicks on the correct answer, he/she will be rewarded with a harder question. However, if the answer is incorrect, the next question will be easier. FreeRice captures student interest and creates a state of motivation to learn. It can also develop in our students an enduring individual interest and the trait of learning how to learn (Woolfolk, 2010, p.400). FreeRice is an activity that connects with learning. Games not only makes the learning task fun but when used appropriately, these experiences can be very worthwhile as well (Woolfolk, 2010, p. 409). When something a student has learned at one time affects how the student learns or performs in a later situation, transfer has occurred. Students use both low-road transfer (spontaneous and automatic transfer of highly practiced skills) and high-transfer (application of abstract knowledge learned in one situation to a different situation) while playing interactive games such as FreeRice (Woolfolk, 2010, p. 295). Bandura’s social cognitive theory coincides with the use of FreeRice. Self-efficacy refers to the knowledge of one’s own ability to successfully accomplish a particular task with no need for comparisons with others’ ability (Woolfolk, 2010, p. 350). Playing FreeRice motivates the student to always strive for his/her personal best. As a student plays FreeRice and observe another student reach a goal of winning many grains of rice to feed the hungry, that student will have a vicarious experience (Woolfolk, 2010, p. 351). Bruner’s discovery theory tells us that students are more likely to understand and remember concepts that draw them in by way of interest. FreeRice integrates relevant material based on what the student is ready to learn (Roblyer, 2007, p. 41).
FreeRice implies both the Remembering (Knowledge) and Evaluating cognitive domains found in Bloom’s Taxonomy (Woolfolk, 2010, p. 459). One implication we see from Dewey’s theory is that “growth is fostered through hands-on activities connected to real-world issues and problems” (Robyler, 2007, p. 39). Our students are aware of global poverty where millions of people go through a day without having a proper meal. Playing FreeRice is an activity providing a real-world issue. FreeRice also offers a blend of extrinsic and intrinsic motivation for the student. Extrinsically, the student receives the “reward” of a correct answer and seeing the bowl filling up with grains of rice. Intrinsically, the student realizes that playing FreeRice is for a good cause. James Paul Gee (as cited in Pink, 2006) is quoted as saying “Games can be the ultimate learning machine.” Pink adds that playing games enhances an individual’s ability to detect changes in the environment along with the capacity to process information at the same time (p. 193). Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77-92. Pink (2006) tells us that “meaning has become the central aspect of our work and our lives” (p. 219). Providing time in the classroom to play a game such as FreeRice creates meaning by providing a benefit or service to someone else. Implementing appropriate, emerging technologies in your classroom supported by sound pedagogy can create a meaningful and engaged learning and instructional situation. by Janice Newlin CartoonNetworkTwo (Poster). That’s All Folks [Video]. (2008, July 16). Retrieved from www.youtube.com/watch?v=_hZrXdJ-ibo.
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