Web 2.0 Resources and Issues

Web 2.0 is the social use of the Web according to Grosseck (2009). It allows us to collaborate, using blogs (Blogger, EduBlog), class microblogs, photo/video sharing (YouTube, Vimeo), wikis, social bookmarking (Delicious, Pinterest), media sharing(flickr, Snapfish) and social networking sites(Facebook, Twitter, Google+) . 

It is interesting that Hew & Cheung’s (2013) research suggests the efficacy of Web 2.0 technologies is as yet fairly weak but the use of these technologies appears to have a positive impact on student achievement. 

Some potential difficulties using Web 2.0 technology according to Grosseck (2009) includes:

• an Internet connection is required (slow connections or no connection could cause issues)
• hardware is needed to access it (limited devices in the classroom unless a BYOT school)
• it gives everyone the opportunity to voice their opinions or complaints (Blogs)
• it has limited security or rules
• the speed of programs is incomparably lower than the one of desktop programs.

For assignment 2 I may use a video sharing site for my Kindergarten children to introduce a lesson or sing a song.  The other Web 2.0 resources are more suited to older students. I have seen Edublog and Edmondo used successfully with Stage 2 & 3 children. 

This is a website that I will use in my assignment for Personal security protocols. After watching this video there is a quiz for the children to make sure they understood the message.

https://jr.brainpop.com/artsandtechnology/technology/internetsafety/ 

BrainPOP. (1999-2015). Internet Safety. Retrieved January 2016, from BrainPOP Jr: https://jr.brainpop.com/artsandtechnology/technology/internetsafety/ 

Grosseck, G. (2009). To use or not to use web 2.0 in higher education? Procedia - Social and Behavioral Sciences.

Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 Technologies in K-12 and Higher Education. Educational Research Review.

Internet based resources

Roblyer & Doering’s (2014) identify five potential problems using the internet.

1. Accessing sites with appropriate materials
2. Safety and privacy issues for students
3. Fraud on the internet
4. Computer viruses and hacking
5. Copyright and plagiarism issues

The one potential problem which would have the most impact on Kindergarten children would possibly be safety and privacy.  Most of the activities I use on the internet for my class are set up in between lessons to minimise risks for a couple of reasons. Five and six year olds have minimal patience to wait for anything so I set up the games or websites needed so all they need to do is go and play.  While the children play these games pop ups do appear and sometimes the children will click on them and go to another website.  Once the new site appears and their game disappears the children bring your attention to their device fairly quickly.  At the end of the lesson we discuss what and talk about what the pop ups are and why we shouldn’t click on them. 

We do have Firewalls and filtering software to prevents access to inappropriate sites. Teachers and admin staff also have fewer restrictions than students so we are still able to access sites like Facebook and YouTube. Teachers use secret Facebook pages as a means of communication with the parents of their students.  This is to protect the children’s privacy and keep the parents up to date with what is happening at school.  Photos, songs and reminders are loaded to the page and the parents love it. Parents are also able to contribute to the page after an administrator allows their post. 

Smart phones are not usually an issue in our primary school. If a child does have a phone that they use after school the school policy is that phone is kept in the school office until the end of the day when it can be collected before going home.  The executive staff speaks with the parents and students using the smart phones and rules are agreed to so the phones are not used inappropriately.  

Post to the wiki

Study Ladder is a free website for teachers and students to access Mathematics, English, Science, ICT, Health, Language, Music, Art, Theme Based Learning and NAPLAN activities. 

Studyladder, an online educational program designed by teachers for children to learn at their own pace. Teachers are able to add their class to the website and assign set activities. The children are given a username and password which can be used to access Studyladder at school or at home. Regular at home access helps to reinforce what has been taught in school. Parents are able to upgrade if they wish to give their child unlimited home access. Teachers can also keep track of students results and can print individual reports on progress.

https://www.studyladder.com.au/teacher/resources 

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/

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.