Searching for Innovative Technology: An Individual Project
By
Rea A. Matthews
Case #1 – Synchoneyes in the Classroom
1. Reference information: a. Hamilton, E., & Hurford, E., (October 2007). Combining Collaborative Workspaces with Tablet Computing: Research in Learner Engagement and Conditions of Flow.http://search.mywebsearch.com/mywebsearch/redirect.jhtml?qid=bd52971fb7ea534502a7e906cbdae2a6&searchfor=synchroneyes+in+the+classroom&action=pick&pn=9&ASK=1&ptnrS=ZUzeb004YYUS_ZUman000&ss=sub&st=sb&cb=ZU&pg=AJweb&ord=9&tpr=&redirect=mPWsrdz9heamc8iHEhldEciza6wDJe4bMCR6bIAlvp0T34jNI0w%2BxhaGb0cHH9taCpgHTSWXhGwIJbMWeXo9BYMiABPNR5HPAGcojaFlF%2ByPbtL%2BzTr7cxtGn1Mc6IMkL3yHdycVu40Zrm8JpnkfUyNlmm6Qczd3YYFXgTayN2c%3D&ct=AR, Retrieved April 3, 2011. 2. A brief description of the case: a. This paper discusses research done related to increasing student engagement with the use of technology within the areas of college engineering, physics, and math classes. With using the technology noted below, there was an increase in student engagement. 3. The purpose of the innovation: a. The purpose of the innovation is to increase student participation and learning. 4. The technology and resources involved (e.g. facility, network, equipment, software, online program): a. SmartTech Synchroneyes – This Classroom Management / Collaboration software that allows teachers to view and control each student’s PC. This software also allows teachers to, immediately, share files and feedback with students to and from the teacher/student PC. Teachers may also submit quizzes via Synchroneyes, which, if set, will automatically grade upon completion and post statistical data per question (right/wrong), as well as the overall quiz.n Student were also aware that instructors can view their PCs b. Gateway TabletPC – tablet computer. c. MicroSoft OneNote - handwriting processing software. 5. What prior skills and knowledge are required of students? a. Students would need to be trained on using the TabletPC 6. What are students asked to accomplish exactly (product or process)? a. Increased interaction from teachers to students and vice versa to increase and keep engagement. 7. What are the procedures of the project (steps to teach the technology skills)? a. See #10 below. b. There were no other steps noted within this paper related to teaching technology skills. 8. What are the advantages of the project? a. Helps students stay focused on the tasks at hand. b. Keeps students from venturing off into other areas of the computer, such as web surfing, email, or Facebook. c. Allows immediate feedback to students. d. Allows instructors to see if students are understanding the content at hand and where additional help may be needed or revisited. e. Increases Classroom Management by utilizing the take-over controls of students PCs, and broadcast messages/lessons. 9. What are the disadvantages of the project? a. The sample size was small. 10. What types of effective instructional strategies are included? a. Continuous monitoring/feedback b. Flow theory by Csikszentmihalyi, as noted in Wikipedia, is the mental state where a person participating in an activity is motivated, involved, and is able to successfully understand the activity. Within the research by Hamilton and Hurford, they note the following categories of the theory in Table 1: i. There are clear goals every step of the way. ii. There is immediate feedback to one’s action. iii. There is a balance between challenges and skills. iv. Distractions are excluded from consciousness. v. There is no worry of failure. vi. Action and awareness are merged. vii. Self-consciousness disappears. viii. The sense of time becomes distorted. ix. The activity becomes autotelic. However, Wikipedia notes ten categories, which may be found at the link noted below, all of which do not have to be used all at once in order to achieve ‘flow’. 11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings? a. All teachers can benefit from this form of technology, especially when there are computers used in the classroom. As a Technology instructor, I loved having Synchroneyes loaded within my classroom. It helped to maintain balance within the class, distribute tests w/ auto-grading, provide feedback to students, as well as consistent monitoring. 12. Other resources/articles you used to evaluate this innovation: a. Ryerson University. Mixed Reality Cluster. http://www.rcc.ryerson.ca/technology/mixedrealitycluster.htm. Retrieved. 4/3/2011. b. U Tech Tips (August 2008). Taking it to a Whole New Level at Zurich Internation School. http://www.utechtips.com/2008/08/28/taking-it-to-a-whole-new-level-at-zurich-international-school/.
1. Reference information: a. Explore Learning (2011). Gizmos. http://www.explorelearning.com/. Retrieved April 10, 2011. 2. A brief description of the case a. The Gizmos interactive software is created for Math and Science students from grades 3 – 12. b. The Gizmos interactive software helps to: a. Increase student participation and scores through simulations b. Improve Science skills for Grades 3 – 12 through exploratory means c. Improve Math skills for Grades 3 – 12 through exploratory means 3. The purpose of the innovation a. This software is an interactive tool, which gives simulations of Math and Science Curriculum subjects according to each states standards. It has over 450 simulations and covers many topics in these areas for grades 3-12. The lessons offer worksheets for students’ instruction, detailed lesson instruction for the teacher, vocabulary, and assessment materials. 4. The technology and resources involved (e.g. facility, network, equipment, software, online program) a. Gizmos Subscription b. For Windows: a. Adobe Shockwave Player v. 10 b. Adobe Flashplayer 9.045 or higher c. Internet Explorer 6.x or higher or Firefox 2.x or higher 5. What prior skills and knowledge are required of students a. Familiarity with using computer hardware/software. Instructors should walk students through the initial instruction, so that students become familiar with the tool. b. Active Student participation. c. Read through the materials. d. Follow teacher instruction prior to beginning. e. Students should not be required to know the materials outside of their respective grade/scope. For example, chemistry should be placed before physics, as well as simple addition should be learned prior to division. 6. What are students asked to accomplish exactly (product or process) a. Within the many simulations that are available, students would participate in actual simulations toward specific outcomes based on the project chosen per instructor. b. There are also exploration guides and learning materials. 7. What are the procedures of the project (steps to teach the technology skills) a. These would be dependent upon the instructor. 8. What are the advantages of the project a. The tool would be great for children. I believe that it would be very engaging for students to actually see how things come together and be able to ‘toy around’ with the outcomes. They would truly learn and have fun with it. I would see this form of technology as being creatively motivating for students to learn. Students love to be hands-on, and this tool allows them that opportunity. b. The tool can be used on an individual, small group, for the entire class. c. The tool is user-friendly and pleasing to the eye. d. The tool is stimulating and increases the motivation to learn more. 9. What are the disadvantages of the project a. I have not noted any real disadvantages to utilizing this tool, other than it is not free. b. Instructors may find it difficult/time-consuming to initially setup their own pages for their classes. 10. What types of effective instructional strategies are included a. Within the school that I taught, one of the Professional Development books that we were given was used for this piece of software. This was very interesting to see. It uses inquiry-based instruction using the nine Robert Marzano strategic categories noted in the book, ‘The Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement’, copyright 2001. The nine categories are: a. Identifying similarities and differences b. Summarizing and note taking c. Reinforcing effort and providing recognition d. Homework and practice e. Nonlinguistic representatives f. Cooperative learning g. Setting objectives and providing feedback h. Generating and testing hypotheses i. Questions, cues, and advance organizers 11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings a. The technology can be used within technology courses. b. The technology can be utilized not only in large schools, but for home-schools, as well. c. As stated, the technology can be used on an individual, small group, or entire class setting. 12. Other resources/articles you used to evaluate this innovation: a. EdTech (2011). Explore Learning. http://innovations.oise.utoronto.ca/edtech/index.php/ExploreLearning. Retrieved April 10, 2011. b. Learn Quebec (2011). Explore Learning: Gizmos. http://www.learnquebec.ca/en/content/curriculum/mst/gizmos/. Retrieved April 10, 2011.
Searching for Innovative Technology: An Individual Project
By
Rea A. Matthews
Case #1 – Synchoneyes in the Classroom
1. Reference information:a. Hamilton, E., & Hurford, E., (October 2007). Combining Collaborative Workspaces with Tablet Computing: Research in Learner Engagement and Conditions of Flow. http://search.mywebsearch.com/mywebsearch/redirect.jhtml?qid=bd52971fb7ea534502a7e906cbdae2a6&searchfor=synchroneyes+in+the+classroom&action=pick&pn=9&ASK=1&ptnrS=ZUzeb004YYUS_ZUman000&ss=sub&st=sb&cb=ZU&pg=AJweb&ord=9&tpr=&redirect=mPWsrdz9heamc8iHEhldEciza6wDJe4bMCR6bIAlvp0T34jNI0w%2BxhaGb0cHH9taCpgHTSWXhGwIJbMWeXo9BYMiABPNR5HPAGcojaFlF%2ByPbtL%2BzTr7cxtGn1Mc6IMkL3yHdycVu40Zrm8JpnkfUyNlmm6Qczd3YYFXgTayN2c%3D&ct=AR, Retrieved April 3, 2011.
2. A brief description of the case:
a. This paper discusses research done related to increasing student engagement with the use of technology within the areas of college engineering, physics, and math classes. With using the technology noted below, there was an increase in student engagement.
3. The purpose of the innovation:
a. The purpose of the innovation is to increase student participation and learning.
4. The technology and resources involved (e.g. facility, network, equipment, software, online program):
a. SmartTech Synchroneyes – This Classroom Management / Collaboration software that allows teachers to view and control each student’s PC. This software also allows teachers to, immediately, share files and feedback with students to and from the teacher/student PC. Teachers may also submit quizzes via Synchroneyes, which, if set, will automatically grade upon completion and post statistical data per question (right/wrong), as well as the overall quiz.n Student were also aware that instructors can view their PCs
b. Gateway TabletPC – tablet computer.
c. MicroSoft OneNote - handwriting processing software.
5. What prior skills and knowledge are required of students?
a. Students would need to be trained on using the TabletPC
6. What are students asked to accomplish exactly (product or process)?
a. Increased interaction from teachers to students and vice versa to increase and keep engagement.
7. What are the procedures of the project (steps to teach the technology skills)?
a. See #10 below.
b. There were no other steps noted within this paper related to teaching technology skills.
8. What are the advantages of the project?
a. Helps students stay focused on the tasks at hand.
b. Keeps students from venturing off into other areas of the computer, such as web surfing, email, or Facebook.
c. Allows immediate feedback to students.
d. Allows instructors to see if students are understanding the content at hand and where additional help may be needed or revisited.
e. Increases Classroom Management by utilizing the take-over controls of students PCs, and broadcast messages/lessons.
9. What are the disadvantages of the project?
a. The sample size was small.
10. What types of effective instructional strategies are included?
a. Continuous monitoring/feedback
b. Flow theory by Csikszentmihalyi, as noted in Wikipedia, is the mental state where a person participating in an activity is motivated, involved, and is able to successfully understand the activity. Within the research by Hamilton and Hurford, they note the following categories of the theory in Table 1:
i. There are clear goals every step of the way.
ii. There is immediate feedback to one’s action.
iii. There is a balance between challenges and skills.
iv. Distractions are excluded from consciousness.
v. There is no worry of failure.
vi. Action and awareness are merged.
vii. Self-consciousness disappears.
viii. The sense of time becomes distorted.
ix. The activity becomes autotelic.
However, Wikipedia notes ten categories, which may be found at the link noted below, all of which do not have to be used all at once in order to achieve ‘flow’.
11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings?
a. All teachers can benefit from this form of technology, especially when there are computers used in the classroom. As a Technology instructor, I loved having Synchroneyes loaded within my classroom. It helped to maintain balance within the class, distribute tests w/ auto-grading, provide feedback to students, as well as consistent monitoring.
12. Other resources/articles you used to evaluate this innovation:
a. Ryerson University. Mixed Reality Cluster. http://www.rcc.ryerson.ca/technology/mixedrealitycluster.htm. Retrieved. 4/3/2011.
b. U Tech Tips (August 2008). Taking it to a Whole New Level at Zurich Internation School. http://www.utechtips.com/2008/08/28/taking-it-to-a-whole-new-level-at-zurich-international-school/.
c. Wikipedia (2011). Flow (psychology). http://en.wikipedia.org/wiki/Flow_(psychology)
Case #2 – Gizmos in the Classroom
1. Reference information:a. Explore Learning (2011). Gizmos. http://www.explorelearning.com/. Retrieved April 10, 2011.
2. A brief description of the case
a. The Gizmos interactive software is created for Math and Science students from grades 3 – 12.
b. The Gizmos interactive software helps to:
a. Increase student participation and scores through simulations
b. Improve Science skills for Grades 3 – 12 through exploratory means
c. Improve Math skills for Grades 3 – 12 through exploratory means
3. The purpose of the innovation
a. This software is an interactive tool, which gives simulations of Math and Science Curriculum subjects according to each states standards. It has over 450 simulations and covers many topics in these areas for grades 3-12. The lessons offer worksheets for students’ instruction, detailed lesson instruction for the teacher, vocabulary, and assessment materials.
4. The technology and resources involved (e.g. facility, network, equipment, software, online program)
a. Gizmos Subscription
b. For Windows:
a. Adobe Shockwave Player v. 10
b. Adobe Flashplayer 9.045 or higher
c. Internet Explorer 6.x or higher or Firefox 2.x or higher
5. What prior skills and knowledge are required of students
a. Familiarity with using computer hardware/software. Instructors should walk students through the initial instruction, so that students become familiar with the tool.
b. Active Student participation.
c. Read through the materials.
d. Follow teacher instruction prior to beginning.
e. Students should not be required to know the materials outside of their respective grade/scope. For example, chemistry should be placed before physics, as well as simple addition should be learned prior to division.
6. What are students asked to accomplish exactly (product or process)
a. Within the many simulations that are available, students would participate in actual simulations toward specific outcomes based on the project chosen per instructor.
b. There are also exploration guides and learning materials.
7. What are the procedures of the project (steps to teach the technology skills)
a. These would be dependent upon the instructor.
8. What are the advantages of the project
a. The tool would be great for children. I believe that it would be very engaging for students to actually see how things come together and be able to ‘toy around’ with the outcomes. They would truly learn and have fun with it. I would see this form of technology as being creatively motivating for students to learn. Students love to be hands-on, and this tool allows them that opportunity.
b. The tool can be used on an individual, small group, for the entire class.
c. The tool is user-friendly and pleasing to the eye.
d. The tool is stimulating and increases the motivation to learn more.
9. What are the disadvantages of the project
a. I have not noted any real disadvantages to utilizing this tool, other than it is not free.
b. Instructors may find it difficult/time-consuming to initially setup their own pages for their classes.
10. What types of effective instructional strategies are included
a. Within the school that I taught, one of the Professional Development books that we were given was used for this piece of software. This was very interesting to see. It uses inquiry-based instruction using the nine Robert Marzano strategic categories noted in the book, ‘The Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement’, copyright 2001. The nine categories are:
a. Identifying similarities and differences
b. Summarizing and note taking
c. Reinforcing effort and providing recognition
d. Homework and practice
e. Nonlinguistic representatives
f. Cooperative learning
g. Setting objectives and providing feedback
h. Generating and testing hypotheses
i. Questions, cues, and advance organizers
11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings
a. The technology can be used within technology courses.
b. The technology can be utilized not only in large schools, but for home-schools, as well.
c. As stated, the technology can be used on an individual, small group, or entire class setting.
12. Other resources/articles you used to evaluate this innovation:
a. EdTech (2011). Explore Learning. http://innovations.oise.utoronto.ca/edtech/index.php/ExploreLearning. Retrieved April 10, 2011.
b. Learn Quebec (2011). Explore Learning: Gizmos. http://www.learnquebec.ca/en/content/curriculum/mst/gizmos/. Retrieved April 10, 2011.