Instructional Software

Instructional software according to Roblyer & Doering’s (2014) is computer programs designed specifically and developed for the sole purpose of supporting instruction and/or learning. 

Five different instructional software functions

Drill and practice

Targeting Maths Lab (Blake Education, 2016) by Blake Education is a CD Rom which is loaded onto our school network. There are 20 different activities and games for each year level covering most of the strands in the mathematics syllabus.  We also have access to the other year levels so we can differentiate the activities to the knowledge of the students. For addition and subtraction the children would play Froggy Plus and Froggy Minus.

Tutorial

Basic Math For Kids (KidsEduc – Kids Educational Games): Addition and Subtraction, Science games, Preschool and Kindergarten Activities https://www.youtube.com/watch?v=N0_TWQTrJ-k

From kidseduc.com

This is a YouTube tutorial that the children watch to learn about addition and subtraction. The children meet Annie and Jose who are in the garden and using their addition and subtraction skills. If the children in my class were using this tutorial I would have them use a whiteboard to write their responses to the questions and then check when the answer is revealed on the clip.

Simulation

The only example of a simulation that I could think of was the Triple Zero Kids Challenge (Triple Zero Kids Cahllenge) http://kids.triplezero.gov.au/game.php?lang=en.

Children learn about getting help from the Police, Ambulance and Fire Brigade by calling 000.  There are 12 simulated challenges.  The children watch an animated clip then answer some questions relating to that clip.  Children learn about safety and hear what happens when you call 000.   

Instructional game

Studyladder is a website that has a range of activities for the children to complete for all Mathematic Strands. There are numerous games focusing on different Maths strategies.

In this game the children watch a tutorial as a whole class then individually they play a subtraction game. The children have number lines and a button to press to read the question.  If they get the answer correct they get a clapping sound. If they are incorrect the sound is a soft beep. Results can be saved for if the children are logged onto their account.

https://www.studyladder.com.au/teacher/resources/activity?activity_id=3211

Problem Solving

In this game the children watch a tutorial as a whole class then individually they play an addition game. The children have to solve word problems that can be read to them by clicking a button. They need to select the correct answer by counting the items.  If they get the answer correct they get a clapping sound. If they are incorrect the sound is a soft beep. Results can be saved for if the children are logged onto their account.

https://www.studyladder.com.au/teacher/resources/activity?activity_id=21227

Blake Education. (2016). Retrieved January 2016, from http://www.blake.com.au/Targeting

Maths-Labs-NETWORK-Launch-Pad-p/9781920728663.htm

KidsEduc – Kids Educational Games. (n.d.). Basic Math For Kids: Addition and Subtraction,

Science games, Preschool and Kindergarten Activities. Retrieved January 2016, from

https://www.youtube.com/watch?v=N0_TWQTrJ-k

Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching.

Essex: Pearson.

Study Ladder. (n.d.). Retrieved January 2016, from https://www.studyladder.com.au/

Triple Zero Kids Cahllenge. (n.d.). Retrieved January 2016, from

http://kids.triplezero.gov.au/game.php?lang=en

Technology in the Curriculum

The curriculum I will be using is the NSW Mathematics syllabus created by the Board of Studies found at http://syllabus.bostes.nsw.edu.au/mathematics/. I chose Mathematics because the children in my Kindergarten class are mostly non-readers and using technology for this age group’s Mathematics is typically visual. The children have a lot of fun while building their essential skills and are successful using the technology.  I think it is also a great way to build mathematics confidence which is a good foundation for success in future Mathematics lessons.

ICT is written into the Mathematics syllabus in the Working Mathematically outcomes. I will focus Mae-2WM - “A student uses objects, actions, technology and/or trial and error to explore mathematical problems”. Working mathematically underpins all the content and provides students with the opportunity to develop the skills to become flexible and creative users of mathematics. 

The classroom has an Interactive whiteboard for whole class explicit teaching, tablets and netbooks to use in small group activities. 

Series of lessons

My initial plan for my series of lessons would be in the Number and Algebra Strand focusing on addition and subtraction.  I would use the Interactive Whiteboard for explicit teaching of the concept then I would demonstrate the game and activities that the children would be using in that lesson.  During group time the children would have a device each and they would “play” the game to explore mathematical problems through trial and error.

Software choices

I think the most important thing to remember is to stay true to the curriculum and not get bogged down in the hardware or software. 

Using the netbooks I would have the children use the Targeting Maths Lab by Blake Education which is which is loaded on our school network.  There are 20 different activities and games for each year level covering most of the strands in the mathematics syllabus. We also have access to the other year levels so we can differentiate the activities to the knowledge of the students. 

Websites like Studyladder, IXL Maths,Woodland Maths and Get Smart also offer a range of interactive activities and games for our students to learn from. 

On the tablets I would use Apps like Kids Math Kindergarten, Kids Math Fun, Math vs Undead, Math Workout, Interactive Telling Time, IXL Maths and Zeus vs Monsters.'

Thoughts about lesson planning with technology.

After teaching for a while you forget all the background information that lesson plans show. Of course that information is relevant but it is in the programming documents rather than on individual lesson plans. Teaching with technology is no different to planning lessons using concrete material.  The focus is always the curriculum. We need to keep the learning intention in mind and use whatever tools we have to help our students reach that learning goal. We use WALT (We are learning to) statements with our students so they know the goal of the lesson. At the end of the lesson the children reflect on their learning and share something they learnt with their peers.  

If we follow Roblyer & Doering’s (2014) advice to integrate technology we need to consider the teaching strategies, use technology planning tools and have trained teachers matching technology to the curriculum needs. I agree that knowing your students and how they learn and knowing what and how your technology works makes lesson planning easier.
If you take the time to prepare and plan your lessons they will be successful.  The hardest part is deciding on what tools and materials to use for the greatest success.

Board of Studies. (n.d.). Mathemathics Syllabus. Retrieved January 2016, from http://syllabus.bostes.nsw.edu.au/mathematics/

Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex:Pearson.

How do we know if the use of technology is effective for learning?

Bigum’s(2012) chapter on the patterns of response is an interesting observation.  Having not been in the education sector for long it makes sense to me that education just like other industries have repeated patterns of how computers are considered and evaluated. 

I particularly like his comment about banning technologies that schools cannot incorporate into their teaching and learning environment. Perhaps some more research on technology like mobile phones is required before banning these devices because there could be a place for these in a BYOT environment.

Issues raised in this article will help us find the right technology to help teach the curriculum and not focus on the newest technology.

Rowan, Leonie, and Bigum, Chris, eds. Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms : Future Proofing Education. Dordrecht, NLD: Springer, 2012. ProQuest ebrary. Web. 22 January 2016.

Learning theory and classroom technology

The learning theories related to the software I have chosen are mostly direct instructional models.  Kindergarten children do work in group activities in constructivist ways but their technology and social skills are still developing.  

Older children could use Google docs to work constructively to produce group solutions to a problem. Students could also research a topic as a group and produce a Prezi or Powerpoint/Google Slide on their findings as an assessment task.

Direct instructional models include individual tablet or netbook activities. Using Learn Write Letters ABC 123 or the RAZ Kids Apps on the Tablet or iPad are two examples where the children need to work alone to focus on the formation of their writing and reading skills.

Classroom Technology and Affordances

When a new type of technology is introduced it is understandable that educators look for a way to use it in the classroom. Morgan, M., Butler, M. & Power, M. (2007) compared the affordances of the iPod, DS and Wii. While reading this paper I thought I could see advantages of using the Wii connect for children with gross motor issues as an out of class activity. The examples of using the DS in the classroom were not strong.  The brain training game was popular in 2007 but I think it would have been a good revision tool for children at home as using it in the classroom would have been in my option, a time filler which may have been difficult to match the curriculum outcomes using this game. The other technologies listed had minimal education opportunities unless you were studying pets or medicine. The iPod would have been somewhat useful for languages or taking photos but the technology for photo and video editing came a little later.

With the right software I think most ICT could be educational.  The developments since 2007 have seen most of these handheld devices superseded with smartphones, more advanced iPods or iPads. Most of which have higher video/photo definition and editing capabilities and the ability to download games and apps to use anywhere anytime.

The Samsung Galaxy Tablets were originally produced by Samsung in September 2010 as the first android based tablet computer. The first model was a 7 inch but they have since increased the screen size to include 10.1 inch.

This review will focus on the Galaxy Tab A, 9.7 inch.  This portable device is 242.5 x 166.8 x 7.5 weighing 450g making it lightweight and slim. It has a 1.2 GHz Quad-core processor, liquid crystal display (TFT) with a resolution of 1024 x 768 pixels. This device can access the internet using Wi-Fi, GPS and cellular capabilities as well with 14 hours battery life. The camera has 5MP with auto focus, 1280 x 720 HD video recording resolution.  The tablet also has a storage capacity up to 10.8GB. The tablet is powered by a rechargeable, standard Li-lon battery. A wall/USB charger(charging head and USB cable) for charging the battery from any standard outlet is included. The battery comes partially charged. A fully discharged battery requires up to four hours of charge time. You can use the device while charging. The Tab A tablet comes with 16GB of internal storage. The device has built in speakers and a 3.5mm ear jack to connect earphones or headphones. The affordance of the tablet includes portability, the touch feature, internet, apps, storage, sound, motion sensitivity, 14 hour battery life, interactivity, camera and video functions.

Liaw, Hatala and Huang (2010) suggest five affordances of mobile technology:

1.     educational content and knowledge delivery

2.     adaptive learning applications

3.     interactive applications

4.     individual applications

5.     collaborative applications.

Liaw, S.-S., Hatala, M., & Huang, H.-M. (2010). Investigating acceptance toward
mobile learning to assist individual knowledge management: Based on activity theory
approach. Elsevier.

Morgan, M., Butler, M. & Power, M. (2007). Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/morgan.pdf 

Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex: Pearson.

Hardware in the Classroom

Hardware available in my school includes: computers, monitors, mouse, keyboards, printers, CD/DVD RW drives, USB ports, USBs, scanners, image projector, digital camera, external hard drives, Interactive Whiteboards, Chromebooks, Tablets and the server hardware. Most hardware I use every day without any thought and I guess we all take them for granted. These tools help teachers and students access information and create, play, watch, learn, store and print. 

In the last 12 months our principal has focused on purchasing tablets for use in each classroom. He chose Tablets as they were cheaper than iPads and our technical support team recommended them.  The ratio is 1:3 in infants and 1:2 in primary classrooms.  Most teachers use the tablets in small group activities using the web, apps, camera etc. The teachers were given tablets 12 months before they were introduced into the classroom.  The teachers had the time to get used to the tablet before they tried using it with the students.  Teachers also had the ability to mark their roll on the tablets.  Some teachers embraced the tablets while other put them in a drawer or cupboard and did not use them at all.  When the classes were issued tablets the same teachers who embraced this technology suggested Apps to purchase for their classes and they used them to help their students learn every day. 

We had a Family Maths night at our school last year.  Each Stage used various tools to show the families what Maths looks like in the classroom today.  Our stage used the Interactive Whiteboard and tablets to play a Maths games and the parents loved it.  We also had some hands on activities using concrete material and the parents had the opportunity to ask questions of the teachers so they could feel comfortable about helping their child learn about Maths. Students love to use the Tablets.  They think they are just playing games and they are very comfortable using this type of technology.  Teachers have different reactions to the tablets depending on their own experiences. The teachers who embraced the introduction actively use the tablets with their students and plan learning experiences using appropriate apps and games.  Teachers who are not comfortable or unwilling to learn about the tablets tend to use the Tablets as a “Free time” activity for their fast finishing students.  

Using technology has made a huge difference to teaching and learning in my classroom. Personally I use the Interactive Whiteboard for most lessons.  It is visual and the children are able to be involved in the lessons as they often show their knowledge when using the board.  Tablets, computers and Chromebooks are available for the students to use in lessons.

Technology seems to be heading to smaller more capable devices, mostly with touch screen or hands free functions.  We are now able to buy smart watches that are compact and attached to our wrists, large multi-touch screen desks, Smart boards, robots, 3D printing and head mounted displays are already a reality in some classrooms. Fridges, benchtops and walls can now fitted with computers to make life easier.  The world is getting smaller with all this technology at our fingertips anywhere and anytime. The future of Educational Technology could only follow these trends. I predict we will see smaller technology that is easier to carry for students that is able to more functions quicker in the future. I also think white/smartboards will be replaced by touchscreen LCD screens capable of detecting multiple touch inputs from many students simultaneously.

Voogt, Knezek, Cox, Knezek, & Brummelhuis (2011) raised a few issues that I think could be researched more like: 

Can ICT provide situations where students can learn at their own pace, focus on problem solving and be involved in their assessments?
What other ways can we use infrastructure to address individual student needs?
Is technology making a difference and how can that be measured?
How can we change the teachers’ attitude and competencies using ICT?

Cox (2012) also raised a few issues that I think could be researched more like: 

Do children who use ICT at home have an advantage in the classroom?
Extensive teacher training was an issue in the 1980’s, why is it still an issue now?
Are surveys the most effective way to research? 
Should research methods change?

Cox, M.J. (2012), Formal to informal learning with IT: research challenges and issues for e-learning. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2012.00483. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2012.00483.x

Voogt J., Knezek G., Cox M.J., Knezek D.&ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? Acall to action. Journal of Computer Assisted Learning. 15 November 2011, DOI: 10.1111/j.1365-2729.2011.00453.x. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2011.00453.x

Technology, Pedagogy, And Content Knowledge (TPACK)

TPACK is a framework that I have not encountered before but often I find these visual representations easier to understand. After viewing the video by Punya Mishra and Matt Koehler at SITE 2008 in Las Vegas I was a little confused because I thought the framework was fairly straight forward but after reading the reading I now understand that the framework helps us to identify what we as teachers need to learn in order to use technology to get the best results. It is difficult to plot where I would be on the Framework but in some cases I would be close to the middle (TPACK) because I have been on this year level for a few years and I am familiar with the content and pedagogy related to this age group. Over the last few years I have been able to introduce various technologies to help cater for the differing learners we encounter but there is always room for improvement. However this will change dramatically when I change grades or when a new syllabus in introduced.
I think the TPACK framework might be useful to help me focus on an area that I need to develop greater skills.  With the new History Syllabus this year I will definitely need help in the content and technology area as this will be all new. I will need to learn the content(CK) first then I will have to investigate technologies(TK) that I can use to help keep my learners engaged and eager to want to learn more and I am teaching effectively.
Roblyer and Doering have altered the name of the framework to expand the "T" into "Tech" - they refer to it as "Tech-PACK" but I don’t think that Technology is necessarily a “critical” part of the framework. Sure technology drives change, achieves higher academic results and personalises learning (Smith & Throne, 2007) but as mentioned in the readings (Koehler, M. J., & Mishra, P. (2009) technology also includes things like pencils and microscopes. We need to remember that content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK) are all part of the complex combination of what teachers need to know and do. Shulman (1986) and Hughes (2000) stressed the importance of how all these components work together, rather than separately. While Koehler, M. J., & Mishra, P. (2009) thing the heart of good teaching with technology are using content, pedagogy, and technology, plus the relationships among and between them.
Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics“This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK)”. http://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/03004279.2013.804852