Technology in Education

Literature Review

noreply@blogger.com (Amanda Kain) — Tue, 24 Jul 2012 18:49:00 +0000

Literature Review

Introduction

• The topic. Technology in education can have a huge effect on student learning and student engagement. iPads are one of these technologies that has shown great promise. The key issue educators are facing today is how to use them effectively and not just for the sake of using technology in the classroom.

• General overview of the literature. Studies show great things about the effect of using iPads in the classroom. The majority of research done on this topic has come to the conclusion, that using iPads in the classroom has engaged students more and has increased student achievement.

• Your rationale. Since iPads are a relevant form of technology for students in today’s world, it is important to explore more of the research being done about this topic. The types of literature being analyzed and compared in this review are research studies. These are important and necessary to look at because they show how iPads are being used in the classroom and the effect they have on students. Research studies on ineffective uses of the iPad are not included because the literature is not out there.

Body

• Kinds of work reviewed. The literature being reviewed describes different research studies done at different times. Therefore, they are organized chronology with the most recent first and the oldest last.

• Description of selected important works.

A research study showed that kindergarten students using iPads scored better on literacy tests then kindergarten students who did not use them. The study took place in Auburn, Maine and lasted nine weeks. They randomly selected half of the school districts to have their kindergarten students use iPads and the other half did not. Both groups were tested before and after the study took place, and at the end of the study they found that those kindergarteners using the iPads scored much better than those who did not. Not only did they see higher scores, but also an increase in student engagement and excitement for learning in those students who used the iPads (Dalrymple, 2012, p. 1).

iPads can be effective in the classroom as well as the library. An iPad pilot initiative that originated in Austin, Texas was done to find out how effective they can be for high school students. First of all, the teachers trained over the summer prior to this pilot on how to use iPads. Then, a trial was done with a few students before the school year started to make sure it went as smooth as possible when the school year began. Not only did the use of iPads increase creativity through the use of the camera, video camera, and apps for story telling, but they also saw an increase in productivity. Teachers were able find ways to do things paperless, which saved money and time. In the library, which is a student “hang out” for this school; they were able to see how students used the iPads on their own with their peers. This study was well thought out and is showing promising results on the effectiveness of the use of iPads in education (Foote, 2012, p. 14-18). Although this study was done using high school students, it is still extremely relevant to showing how iPads can be effectively used in education.

iPods, iPads, and SMARTBoards are helping to transform literacy instruction and the way students are learning. Some teachers claim that students see these tools as exciting and engaging and not as schoolwork. They also become more creative in the way they think and complete their work. By using these technologies in their lessons students have been more engaged and learning has increased (Saine, 2012, p. 74-79).

Research has also shown that the combination of rich graphics, touch screen, and fast processing speed is increasing student engagement. There are so many uses for iPads in the classroom. Research has shown that there are great applications that allow for students to be creative and use critical thinking. First and second grade students in Arlington, Virginia have created online books that include their writing, images, and links to outside sources such as videos and websites. They then were able to share these with their peers and parents by publishing their work to the web (Levy, 2011, p. 1).

A pilot program was done in Virginia that purchased iPads for each student in certain school districts to use in grades 4^th, 7^th, and 9^th grade social studies classrooms. There were problems that occurred during this program, such as teachers having to learn as they went and problems with the content being too advanced for the 4^th grade students. Even with these problems the students and teachers supported the continuing of the program. After reading about this program, it is clear that using iPads in the classroom is something that needs continued research and work get the best results (Quillen, 2011, p. 1).

Is reading from an iPad more effective than reading printed text? A study was done to test this theory. One class used an iPad to read a certain text and the second class read the same text but in the printed form. Then, they switched and had the first class read from a printed text, different from the previous text, and the second class read the same from the iPad. They found that using the iPad was much more engaging, but did not improve comprehension like they though it would. This could be due to students becoming distracted with the new technology (Sheppard, 2011, p. 12-15). This study is the oldest study included in this review. Its purpose is to show how far research has come and how improving the use of iPads in education has been more successful.

Conclusion

• How your work is informed by the work of others. After this review of what others have researched and determined, I have benefited greatly. I can see how problems will arise along the way and how to solve them as I go. By looking at literature from a year ago I can see that over a short time adjustments are made and results will improve. I can see that in the study on whether or not using an iPad to read is more effective than written text, even though comprehension results did not improve, student engagement did. I also learned from the pilot program done in Virginia that is extremely important for teachers to understand how to use the technology first. By looking at the pilot program that was done in Texas using high school students I learned that I was correct in thinking that teachers need to be trained first. The training of the teachers benefited the program and as a result the students were more engaged, creative, and better learners. From this review I have learned many things to help me in my research. Most importantly, I have found that using iPads in education is extremely beneficial for student engagement, creativity, and student achievement.

References

Dalrymple, Jim. (2012, February 17). iPad Improves Kindergarteners Literacy Scores. Retrieved from http://www.loopinsight.com/2012/02/17/ipad-improves-kindergartners-literacy-scores/

Foote, Carolyn. (January/February, 2012). Learning Together: The Evolution of a 1-1 iPad Program. Internet @ Schools, Vol. 19 Issue 1. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/detail?vid=6&hid=9&sid=b43d4010-e730-459c-ba48-533671a8167a%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=72955946

Levy, Peter. (2011, July 11). Putting the iPad to Work in Elementary Classrooms. Retrieved from http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx

Quillen, Ian. (2011, June 15). Educators Evaluate Learning Benefits of iPad. Retrieved from http://www.edweek.org/dd/articles/2011/06/15/03mobile.h04.htmlSaine, Paula. (2012). iPods, iPads, and the SMARTBoard: Transforming literacy instruction and student learning. New England Reading Association Journal, Vol. 47 Issue 2. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/detail?vid=5&hid=9&sid= b43d4010-e730-459c-ba48 533671a8167a%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=74011864&anchor=AN0074011864-11

Sheppard, Dale. (2011). Reading with iPads - the difference makes a difference. Retrieved from http://www.minnisjournals.com.au/articles/ipads%20et%20t3%2011.pdf

Introduction and Background

noreply@blogger.com (Amanda Kain) — Mon, 16 Jul 2012 16:59:00 +0000

What are the effects of using iPads in the elementary school classroom? How can they be used in whole class teaching, groups, and independently? Will students be more engaged in lessons if iPads are used?

The school district I work in is providing teachers with one iPad per classroom for the upcoming school year. I want to research ways that teachers can use these in their teaching. Even though I am not currently teaching a class of my own, I feel that this is something I will be able to use in the future and to help teachers that I work with now. Student engagement is an issue that is becoming more and more difficult to accomplish because of the technology that kids today are constantly exposed to in their every day life. If we could use iPads to help engage students, then we will then see in increase in student achievement.

Other teachers, principals, and administrators will find these questions significant as well. Teachers will be able to understand how to use iPads effectively. Principals can use the information to help teachers that may have more difficultly or just need a little extra help. Administrators can use the information to determine if more iPads should be purchased and made available for all students to have one of their own to use in the classroom.

A study was done in Auburn, Maine that randomly provided half of the districts kindergarten classrooms with iPads to use for nine weeks. The results from this study were that the students that used iPads outperformed students that did not use them. Along with the higher scores they also found that the students with the iPads were more motivated and engaged in their learning.

Research has also shown that the combination of rich graphics, touch screen, and fast processing speed is increasing student engagement. There are so many uses for iPads in the classroom. Research has shown that there are great applications that allow for students to be creative and use critical thinking. First and second grade students in Arlington, Virginia have created online books that include their writing, images, and links to outside sources such as videos and websites. They then were able to share these with their peers and parents by publishing their work to the web.

Experts say that there are legitimate reasons for using iPads in education. In comparison to laptops and other devices, iPads are the better option. They have a battery life that last 8-10 hours, so you could go the entire school day without having to plug into a charge cord. They are lightweight and easily portable from one spot to the next, whether it be switching classrooms or just moving around the classroom. The have a larger screen size than a smartphone, which makes it easier to see and look for information.

A pilot program was done in Virginia that purchased iPads for each student in certain school districts to use in grades 4^th, 7^th, and 9^th grade social studies classrooms. There were problems that occurred during this program, such as teachers having to learn as they went and problems with the content being too advanced for the 4^th grade students. Even with these problems the students and teachers supported the continuing of the program. After reading about this program, it is clear that using iPads in the classroom is something that needs continued research and work get the best results.

References:

Dalrymple, Jim. (2012, February 17). iPad Improves Kindergarteners Literacy Scores. Retrieved from http://www.loopinsight.com/2012/02/17/ipad-improves-kindergartners-literacy-scores/

Levy, Peter. (2011, July 11). Putting the iPad to Work in Elementary Classrooms. Retrieved from http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx

Quillen, Ian. (2011, June 15). Educators Evaluate Learning Benefits of iPad. Retrieved from http://www.edweek.org/dd/articles/2011/06/15/03mobile.h04.html

Lesson Plan Reflection

noreply@blogger.com (Amanda Kain) — Thu, 21 Jun 2012 23:57:00 +0000

Lesson

My lesson is made for third graders following a unit on biographies where students had already chosen an important person and wrote a biography on that person. The lesson is to teach students how to choose important events in a person’s life to include on a timeline. First, we would have a discussion on how you could tell if an event was important or if it was supporting. We would do this by using a person that no one in the class used for their biography. Next, using an iPad on the document camera I would show the class how to create the timeline using the events we found together using the app Popplet. I would show them how to take a picture and put it in the timeline. Then, we would add some events together. I would guide students by doing it on the document camera and students would do it on their iPad along with me. As students become comfortable with what to do, they will be allowed to work on their own. Students that need extra help will join me in a small group to work together until they feel comfortable. Once everyone is working on their own, I will be able to walk around and assess students on their progress and redirect students who are off track. Students will present their completed timeline to the class and I will assess their final project.

Implementation

I was not able to implement my lesson in a classroom like I wanted. I was able to adjust it a little to do with a sixth grader that I nanny for. For the lesson, we chose to do the entire lesson with Harriet Tubman. We looked up some information online and printed off a few reliable sources to use. Next, we discussed how to determine what an important event in someone’s life is as opposed to a supporting event. She was able to do this with very little guidance. We only had one iPad, so first I showed her the app and how to add events and take pictures to put in the timeline. She caught on very quickly and was able to work on her own after two examples. As she was working I was able to see how easy it was for her to complete the timeline. She worked on it all in one day, since I was there all day, and completed it all. If she would have had to do it over a few days she may have needed a few reminders on how to use the app, but I am not sure of this. Overall, this lesson went very well. Since it was extremely easy for her to complete, I think it would be much more appropriate to do with third graders like I planned.

Reflection

The goal of this lesson was for students to learn what an important event is to use on a timeline. With this knowledge students were to create a timeline using an iPad. The assumptions were that the students would know how to navigate an iPad by using a touch screen and that they would know how to take pictures. This assumption was correct in my implementation; she knew exactly what to do.

An affordance was that I showed her how to use the app and had her try it with me. I showed and told her what to do and in the future this will benefit both the visual and auditory learners, just like it benefited her. Constraints I can see occurring are that students could become caught up in taking pictures and exploring the app and forget what they need to be doing to complete the assignment. Since this was a one on one lesson this was not a problem at all.

Constructivism will be taking place by allowing students to ask questions and learn from each other about timelines and the technology. This did not occur during my implementation because it was only one student. Behaviorism did occur because as she was working I gave her praise for doing a great job. It will also occur, in the future, at the end when students share their completed timelines with their peers and myself. This positive feedback will encourage them to be engaged in future assignments.

Technology plays a supporting role in this lesson. Since the goal of the lesson was for students to find important events and then create a timeline, the technology is there to help them see it visually. The advantage to using this technology is that students will be much more engaged in the lesson than if they were to just draw it out with paper and pencil. The only disadvantage I can see is if students get too caught up in taking pictures or just really cannot get the hang of using the technology because then the lesson will be lost. My goal is to not have them so focused on learning the technology, but on using it to help with their timeline.

This lesson fits well in the school curriculum and is intended enhance the learning of biographies. It is a requirement for all third graders to complete a non-fiction writing piece, which is the biography. The timeline is being used to enhance this curriculum by having students display the information in a different way.

All learners are expected to use what they learned about what important events in someone’s life would be and then put them into a timeline. For students that are ELL, I will provide extra support in teaching what a timeline is. I will offer support to all learners who struggle with the technology and/or assignment requirements. I did not have to do this in my implementation.

Teachers and students needed to know how to use an iPad and work with a touch screen. Teachers need to know how to use the app and be able to problem solve for students if they come across difficulties. Lastly, both the teacher and students need to know how to take a picture.

I assessed her by checking in to see that she was on the right track as she was working. I also checked her finished project in the end. I would have done the same thing in a larger setting.

She really enjoyed using the iPad to create the timeline. She liked being able to take pictures to put in the timeline. Since she did not have trouble with the content of the lesson, I cannot say whether or not the technology would have been influenced by the technology. I do think by using iPads, it makes the lesson more engaging and would expect to see that students would understand the content.

Biography Timeline Lesson

noreply@blogger.com (Amanda Kain) — Wed, 13 Jun 2012 17:23:00 +0000

Here is the link to my lesson using iPads to teach timelines:
https://docs.google.com/document/d/11HjjPy-QxKuco2CIeaf-_oQcQsc1GUrQ7doo4sb30yM/edit

Digital Slideshow Lesson on Adjectives

noreply@blogger.com (Amanda Kain) — Fri, 08 Jun 2012 00:20:00 +0000

Here is the link to a digital slideshow I create about a lesson I taught on adjectives!

Audio Production

noreply@blogger.com (Amanda Kain) — Mon, 28 May 2012 16:51:00 +0000

I chose to interview adults on what they really know about global warming because it is something we hear so much about. Listen to my podcast to see what I found out.

https://www.box.com/s/185289e8b4f2ab78e9e8

Wicked Problem Project-Final

noreply@blogger.com (Amanda Kain) — Fri, 09 Mar 2012 03:03:00 +0000

The problem I chose to address was the issue of group projects in the classroom. Often times when students are asked to complete a group project one or two of the students get stuck doing most of the work. This is not fair! I think that group projects are a great way for students to learn, so I chose to use Wikispaces to help solve this problem. Wikispaces allows groups to work together and for the teacher to track who has completed what part of the project. Please listen to my screencasts to hear more about my project. Here are the links: Part 1 and Part 2

1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
I chose to use Wikispaces as a place for my students to work as a group, so that I can clearly see who is contributing what to the project. By using Wikispaces and giving due dates for specific parts of the project, I will be able to give feedback and allow groups to improve their project as they go. Also, by having students use Wikispaces to create their project they will be more engaged. This is because students enjoy working in groups and by allowing them to use a technology to do this it will increase their engagement even more.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
Often times technology is just added on and does nothing to enhance the content of the lesson. My goal is to use Wikispaces to enhance the content of my lesson on Michigan history. By using Wikispaces to create the parts of their project my students will have the opportunity to work together and I will be able to see how they are working as a group. They also will be able to give feedback to their peers and make adjustments to their project based on feedback they receive. By using an Internet tool to create their project, students will be able to work at school and at home. This will give students the time they need in order to create their part of the project. The students will need to research the history of Michigan in order to create the questions for their project, which I will allow them to use textbooks and resources in the classroom as well as the Internet. By using the Internet to research the information and then put it onto their group's Wikipage, students will get to learn the information in a new way. After using the technology to plan the parts of the game in one spot, it will be easy to see how it will all come together in the final board game project.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
By having my students work in groups using Wikispaces, the content will be more accessible to them because they will learn from each other. It also makes students take responsibility for their part of the project. Often when students work in a group they do not contribute equal parts to the project. So by telling students up front that I will be checking to see that they all have contributed equal parts, will help them to succeed. This will get them used to working together as well as hold them responsible for their part. By using these pedagogical strategies the content in my problem will be more intellectually accessible.

Personal Learning Reflection CEP 812

noreply@blogger.com (Amanda Kain) — Sun, 04 Mar 2012 20:12:00 +0000

I have learned so much from the CEP classes I have taken so far and cannot wait to learn more! Looking back at my reflection from CEP 811 I have definitely been working toward my goal. My goal was to learn more technologies I can use in my teaching to help enhance lessons and increase student achievement. I have learned so many technologies in this course and the other course I am taking currently. Here is a word cloud I have created to show the technologies I have learned so far.

In this course I have been able to try many new technologies I have never used before. I have created a podcast to reflect on this more. http://www.box.com/s/rb9dyq0o2tbmpzavobpg

Group Leadership Final Project

noreply@blogger.com (Amanda Kain) — Sun, 04 Mar 2012 18:22:00 +0000

Our group chose to use Jing to present our final project. We had tried using Adobe Connect previously when our group met, but felt that Jing was the best option for us for a few reasons. First or all, when we used Adobe Connect we experienced an echo and felt that Jing came in much clearer. Also, in order to use Adobe Connect we would have all had to meet and record together. This is why we decided to use Jing. We could each record our part individually at a time that worked for us. We chose to have each of us record our part because we did not think is was fair to have one person do it all. It would have probably flowed better if one person did the recording, but we also did not feel comfortable presenting the other parts of the presentation that were not our speciality. So, since each of recorded our speciality I feel that our presentation was the clearest and informative as it could be.

I learned a lot during the process of creating our final product. First of all, I learned a lot about how to create a Prezi. I have never used Prezi before and after creating this project I feel that this is a tool I can use. I am not completely comfortable using it yet, but I will continue to explore and learn more even though the project is over. I also learned how important it is to communicate with your group members. Our group communicated in a variety of ways, one of these ways was our initial meeting with Adobe Connect. We also used Google Docs and email which worked well for our group. I learned that through communication we were able to talk about things that were not as clear and figure things out together.

If I were to do a similar project again I would do a few things differently. I would add more sound effects to the presentation because I feel this is something our project is lacking. It was difficult to pick sound effects that would be appropriate for our presentation because there are so many out there to chose from. I also would have added more to the storyboard we created in part 2 of the project because I feel this would have helped us with creating our final project.

I feel that my group worked well together to come up with a final project that we are proud of and excited to share. Here it is:

Group Leadership Project

Part 1 How to get started with Prezi by Lisa Napierala
http://screencast.com/t/STGZvwBV

Part 2 How to move, rotate, scale and zoom by Steve Veldman http://screencast.com/t/C8PFKglY3Svt

Part 3 How to use frames and create a path by Linnea Czerney

http://screencast.com/t/GzKcHHAf

Part 4 How to invite others to view by Amanda Kain
http://screencast.com/t/8umJelEDrRr

Prezi:
http://prezi.com/hghw3c2dogey/copy-of-technology/

PART D - Findings and Implications

noreply@blogger.com (Amanda Kain) — Sun, 26 Feb 2012 23:49:00 +0000

For my project I chose to use Wikispaces in order to track student participation in group projects. I planned for my students to work in a group to create a board game based on the history of Michigan. They would use textbooks in the classroom and the Internet for research on this topic. Group members would be expected to contribute equally to this project. Since I am not teaching a class of mine own currently, I have been just planning the project. Therefore, I am not sure exactly how things would work if they were implemented in the classroom.

There are many things that I have found by researching more and from feedback from others. One thing I did not think about initially was that students would not know how to use a Wiki. So, when I am able to use this in a classroom I will have to first teach a series of lessons to get students familiar with Wikis and comfortable using them. I also would like to let them explore on their own before being graded on their group project.

Another thing I would change is that I would assign roles to the students. I think that students at the grade level I have chosen to create this for (4th grade) will have a hard time breaking up the roles themselves. So, the first thing that would be due would be the rules of the game and how to play. I would require each student in the group to come up with an equal number of steps to contribute. The next part that would be due are the questions that are asked in the game. This is the bulk of the project where they much research the history of Michigan and make up questions based on their research. I would like each student to come up with at least ten questions that they contribute to their groups questions. The next part that would be due are the materials required to play the game. This is a much smaller part of the project that again I would like each member to contribute about the same. The last part of the project would be due is the final product. This is the actual game board that is designed together. One person would be in charge of creating the game board, another would have to put all the rules and materials together to make the instruction booklet or flyer, and another would have to make question cards from the questions their group game up with.

Along with the different parts of the project that are due I also want them to be giving feedback to their peers. The problem here is that I do not necessarily want students to see other groups projects and take their ideas. So, I am thinking that once a group has completed the part of the project they will have one other group that they will be giving feedback to. I would require each student to make one comment on the others' Wiki telling them things they are doing well and what they can improve on. I would only allow the group whose project it is to edit the page and the others will just be able to view. I will have them leave comments after each part of the project. Lastly, I want to make sure the students understand what quality feedback is and what I expect from them. So, before the first set of comments they leave I will have a quick lesson showing quality feedback and not quality feedback. I may have to do this before each time they have to comment. If I do not do this I could see students being lazy with their comments, so I want to prevent this from happening.

I think this project could be very successful with the changes I have made. Other changes may have to be made based on the students or because of problems I did not predict. I also think students will be engaged and excited about this project because it combines working in a group, technology, and games all into one project. These are all things, in my experience, that students really enjoy and respond well to. I am very excited to try this out in my future classroom!

Mobile Learning Lab

noreply@blogger.com (Amanda Kain) — Sat, 25 Feb 2012 16:38:00 +0000

There are so many great ways to use mobile technology in the classroom! I explored several of these tools and have found many ways to incorporate them into my teaching.

First, I explored the use of cell phones in the classroom. I have always thought this would be a great way to engage students, but I also can see how it could become a problem. It would be hard to monitor students to make sure they are not texting, going on social networking sites, or other off-task sites. After creating a poll with Poll Everywhere, I think this would be a great way to use cell phones in the classroom. It was very easy to set up a poll and the results came right to my computer.

The next tool I explored was the use of iPads and iPods in the classroom. There are so many great apps available out there to use that can be used on both the iPad and the iPod. One app I found to use in math is the ArithmeTick-Math Flash Cards. This is an app that times you as you complete math problems. For students who are still struggling with their basic math facts this would be a great app to use, as well as other students who need a little practice. I read the article about using MP3 players in the classroom and found some great ideas. One idea that stuck out to me was recording listening activities for students to complete in a center. By including a listening passage, comprehension questions, clarifications, and other things students can be working on their own and I would be free to work with another group of students.

The last thing I explored was using e-book readers in the classroom. I have a Kindle and love it! There are so many ways you can use these in the classroom. You can download text and they are able to store hundreds of e-books, newspapers, and magazines. You are able to enlarge text very easily and you are able to highlight text that is important. I would love to use these in my classroom, but like other mobile learning devices they can be costly.

I would love to use all of these mobile learning devices in my future classroom! Although there are many benefits, there could also be some challenges. The cost and availability of these tools could be the main issue. Like I said before it also could be difficult to make sure students are using them in the correct way and not becoming off-task.

PART B - Storyboard and Script

noreply@blogger.com (Amanda Kain) — Mon, 20 Feb 2012 03:08:00 +0000

We chose to use google presentations to create our storyboard.
Here is the link: Prezi Storyboard
We each took a section of the Prezi to teach. I focused on the slide and script for teaching "how to invite others to view." We have chosen to use Adobe connect to record our presentation and will each be presenting our section.

Here is our script:

1.How to get started with Prezi (Lisa)
The following script will be said as one of our group members are demonstrating the process to create a Prezi. We will demonstrate with step by step directions why Prezi is a unique presentation tool. We will be using Adobe Connect for our presentation. The presentation we will create on Prezi will be a variety of technology tools to enhance learning.

Script:

Our group decided to teach others about Prezi, a free cloud-based presentation application. Prezi is not like traditional PowerPoint or Google Presentation. What makes Prezi unique is that it uses a canvas. Information is placed on the canvas and grouped in frames. Information is zoomed in on to get a different perspective and look than traditional presentation applications. Framing on a Prezi will be discussed in more detail later in the presentation.

First, you need to sign up for this free presentation application. Once you sign up and get an account, you can create your own Prezi. To do so you first click New Prezi. You will now have to title your Prezi and you may write a description of your new presentation if you wish. Once you write your title and description click New Prezi. This will bring you to a template page. Choose the template that you wish to use. You can use a blank template or one that is already created. Now it is time to be creative! Click anywhere on the template to type information in. If you look to the left of your screen, you have a large circle with small circles surrounding it. The four categories are Insert, Frame, Path, and Colors. Click one of the smaller circles to get more specific functions related to that category. For instance, if you click Insert you can now insert a shapes, files, images, YouTube videos, and/or particular drawings.

Transition: Now that you learned the basics you are ready to move, rotate,scale, and zoom in on pictures and text.

2. How to move, rotate, scale, and zoom (Steve)

Movement of pictures and text in the Prezi program is a very intuitive action. Those of you who have used any touch screen devices will feel right at home. To move a picture or text box just click on the object you want moved and drag your mouse. The object will move with your cursor. When you reach the desired location for your object, let go of your cursor.
Now that you are able to move items let’s discuss how to change their appearance. First click on the picture that you desire to change. You will see a circular graphic pop up over the picture. This circular graphic contains the tools you will need to rotate, scale, and zoom your picture. First to rotate your picture click, and hold, on the border circumference of the circle. On the outside of the circle you will see an arrow indicating you now able to rotate the picture. To rotate the picture just drag your mouse the direction you would like to rotate the picture, release the mouse click and and your picture will be in its new rotational position.
To scale your picture, which will change what the viewer sees of your image, again click the picture bringing up the circular graphic. In the lower right corner of the circle is a pencil. If you click the pencil, a rectangular bracket will appear on your picture. To change the dimensions of the picture click and grab the corners of the brackets to the desire position. When you are satisfied with the dimensions of the picture let go of your click and the new looking picture will be saved.
The last editing tool we will discuss is the ability to zoom in and out on your pictures. Again, to begin, you will click on your picture. This will bring up the circular editing graphic. To zoom in on your picture click the plus button in the interior of the circle. To zoom in further on your picture continue to click the plus button until the picture is at your desired size. To zoom out on your picture, repeat the previous process using the minus button.

Now that you have learned how to edit your pictures and text boxes, you are ready to learn how to create paths and frames in your presentations.

3. How to create a path and frame

Linnea:

When putting words and pictures into your prezi, frames are an excellent way to group them according to a theme, topic, or purpose. To choose a frame, go to the guide and click the frame circle. A frame can be a square, a bracket, or a circle frame. It does just that, “frames” your presentation. They can serve the purpose of framing, or to create an additional visual aspect. I would recommend either mixing up your frames or using the same shape for consistency. These then also make choosing your path much easier and add an element to choose as a stop on your path.

This is where your prezi really comes to life. The path is how your presentation will flow as you go from step to step. The most important part is to decide where you want emphasis and the importance to be during your presentation. You can use the path to add emphasis as you zoom in and out. The path decides how much is shown in each view which you click through, each click changes a step on the path. First, decide where your prezi will start, mostly likely at title and author or introduction. Using the path, you can show further out and zoom in to show more detail. For example, the first part of the path may be the whole view of the title and author, then zoom in on the second step of the path to just the author or a picture. Be creative! Using the path you can allow yourself more time transitioning by setting the path on arrows between, and you can also have the path continue to zoom in/out or rotate as you go to make it more visually stimulating. However, you have to be cautious that you do not get carried away, too many path turns may make your audience dizzy. You can set a step of the path on any object in your prezi, this may be a picture, a word, a frame, an arrow, etc. Then you can zoom in or out depending on emphasis. Be careful when you zoom out, that other pictures or words don’t come into the view and distract the audience.

Once you have set your path, you can always change it by dragging that number to another object. However, you can’t have more than one number per object; that’s how frames and separating text can help. Using the path view, shows each path step at the bottom of your screen. Make sure the flow makes sense. There’s no limit to how many steps you can have in your path. Your path is really what makes the prezi because no matter how great your text or images, if your audience is not following, then it does not help.

4. How to invite others to view (Amanda)

Once you have created your Prezi you are able to share it with others. First, you want to change the privacy settings. You can do this by clicking on my Prezi. Then, click on the arrow that says Allow Copy. Here you will have the option of making your Prezi public and allow copy, public, or private. If you choose public and allow copy, others will be able to save an editable copy of your Prezi. This is the easiest way to share templates, assets, animations, and sound effects you have used in your Prezi. The great thing about it is that your original Prezi will always remain untouched, only the copies are modified. The second option is to make your Prezi public. This allows your Prezi to be viewed by anyone who is searching for it. The last option is private, which can only be accessed by the owner, co-editors, and invited viewers.

To publish your Prezi all you have to do is go to prezi.com/my and check the box marked Publish. On the Share tab, you can invite others to view or edit your Prezi. This is also where you can obtain an embed code to add the Prezi to your blog or website. So, to invite someone to view your Prezi click on Share and then the Viewing tab. Then, you can choose to share through email, facebook, or twitter. All you have to do is click on the icon you want at the bottom of the window. If you would like to allow someone to edit your Prezi, click on Share and then click on the Editing tab. Then again you can choose to share through email, facebook, or twitter using the icons at the bottom of the window. If you would like the embed code to share your Prezi on your blog, click on Share again, and at the bottom you should click on Embed. This will give you the code you need.

Another option you have once you have created your Prezi is to download it as a portable Prezi. A portable Prezi is an exported or downloaded version of your Prezi presentation. These can be viewed without Internet access and without a Prezi account. If you want to do this, you click on your Prezi and select Download from the options bar, choose to Export to Portable Prezi and click download. You will be prompted to click to download your file. You will receive a zip file. Save this and then upzip it and start Prezi.exe (PC) or the Prezi file (Mac) to load your portable Prezi. Now you can present without an Internet connection, burn your Prezi on a CD or DVD, and distribute your Prezi.

PART C - Implementation

noreply@blogger.com (Amanda Kain) — Sun, 19 Feb 2012 21:49:00 +0000

Here is my podcast:

http://www.box.com/s/5ekd5jnoc0ohh6fuubb7

Part B - Application of TPACK

noreply@blogger.com (Amanda Kain) — Sun, 12 Feb 2012 16:06:00 +0000

The next part of the Wicked Problem Project is to evaluate my idea using TPACK. My project is addressing the issue of all group members contributing equal parts to a project. Students will be working with a group to create a board game based on the history of Michigan.

What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

I chose to use Wikispaces as a place for my students to work as a group, so that I can clearly see who is contributing what to the project. By using Wikispaces and giving due dates for specific parts of the project, I will be able to give feedback and allow groups to improve their project as they go. Also, by having students use Wikispaces to create their project they will be more engaged. This is because students enjoy working in groups and by allowing them to use a technology to do this it will increase their engagement even more.

What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)

Often times technology is just added on and does nothing to enhance the content of the lesson. My goal is to use Wikispaces to enhance the content of my lesson on Michigan history. By using Wikispaces to create the parts of their project my students will have the opportunity to work together and I will be able to see how they are working as a group. They also will be able to give feedback to their peers and make adjustments to their project based on feedback they receive. By using an Internet tool to create their project, students will be able to work at school and at home. This will give students the time they need in order to create their part of the project. The students will need to research the history of Michigan in order to create the questions for their project, which I will allow them to use textbooks and resources in the classroom as well as the Internet. By using the Internet to research the information and then put it onto their group's Wikipage, students will get to learn the information in a new way. After using the technology to plan the parts of the game in one spot, it will be easy to see how it will all come together in the final board game project.

What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?) Be sure to think about how the student will experience the content given these instructional strategies.

By having my students work in groups using Wikispaces the content will be more accessible to them because they will learn from each other. It also makes students take responsibility for their part of the project. Often when students work in a group they do not contribute equal parts to the project. So by telling students up front that I will be checking to see that they all have contributed equal parts, will help them to succeed. This will get them used to working together as well as hold them responsible for their part. By using these pedagogical strategies the content in my problem will be more intellectually accessible.

PART A - BRAINSTORM SESSION

noreply@blogger.com (Amanda Kain) — Fri, 10 Feb 2012 16:12:00 +0000

My group chose to use Adobe Connect for our web conferencing tool. The advantages of using this tool was that it was very easy to use and had an unlimited time limit to record. It is also much easier to have a discussion through web conferencing then on a discussion board, google doc, or even trying to set up a time to meet in person. We had no trouble coming up with a time where would could all be present in the conference. The disadvantages to using this tool is that before we could use Adobe Connect we had to get it set up by our instructor in order to have hosting rights. There also were some times that more than one person was talking at once, so the sound is not as clear. Even with these disadvantages, I think Adobe Connect was the best choice for our group to use as a web conferencing tool.

Here is the link to our recorded web conference:
http://connect.msu.edu/p1tktsq8ij4/

PART A - Description of Need or Opportunity

noreply@blogger.com (Amanda Kain) — Sun, 05 Feb 2012 16:33:00 +0000

The educational need I have chosen to address is group projects. A lot of times when students are given a group project to work on, most of the work falls on one person or a few. This has happened to me in the past and it is not fair! By using Wikispaces, I will be able to see which students are contributing to the project and what they have contributed. Also, by using Wikispaces it will be easy for students and myself to make comments to help improve the project.

Another benefit of using Wikispaces is that it is on the Internet. This gives me the option of allowing students to work on it at school as well as at home. At the school I am currently working at, we have both a computer lab and laptop carts that I would be able to check out for my class to use.

The objective of this project will be to design a board game based on the history of Michigan. I am planning this project for a fourth grade class because that is when they study the history of Michigan, although it can be adapted to another grade level with a different topic. I want my students to use the wiki page to design the parts of the game. I will have assignments throughout the project that are due at designated times. These assignments will be the different parts of the project like the questions, rules, and materials. They will get feedback from me and their peers and will be able to improve the parts for the final product. I will be assessing the students based on what they contribute to the wiki page and then the final product, which is the actual board game.

Since I am not currently teaching my own class, I am putting together my plan to use in my future classroom. I may need to make changes to my plan based on the technologies I have available, when I have my own classroom.

Here are some sites I found useful information on wikispaces:

http://www.slideshare.net/kihitara/wikispaces-in-the-classroom-presentation

http://www.youtube.com/watch?v=xjHJXAODbH4

http://mrsroncone.wikispaces.com/Ways+to+use+a+wiki+in+your+classroom

CEP 812 Introduction

noreply@blogger.com (Amanda Kain) — Sat, 21 Jan 2012 17:02:00 +0000

Here is the link to my personal introduction:

http://screencast.com/t/sLEtjB1e1At

Final Reflections

noreply@blogger.com (Amanda Kain) — Tue, 13 Dec 2011 19:29:00 +0000

I have learned so much in my CEP 811 class! I feel so much more comfortable using technology to help enhance my lessons and improve student achievement. By evaluating lessons that others have made and my own using the UDL principals (Universal Design for Learning) I now understand how to incorporate technology in a beneficial way. I learned that when using technology it is very important to check to make sure everything is up to date and working properly. You do not want to start a lesson and find out midway that there are broken links. It is better to check before and make changes instead of having to rethink the lesson when you are in the middle of it.

I have learned some new technologies that I had never even heard of through taking this class. I really like the STAIR (Stand Alone Instructional Resource) designs we were able to create. This is a great way to engage students using technology! They can be used as another form of teaching a particular topic to introduce it or to help enforce it. I definitely want to explore these more and use them in my classroom when I have one of my own. I also enjoyed learning more about webpages. This is something I was already familiar with, but I was not completely comfortable creating one on my own. WebQuests are another tool I would like to use when I teach. These are a great way to have students explore and do research on the Internet in a secure environment.

I had many goals at the beginning of this course and I feel that I have met them. I wanted to learn new technologies and how to use them to help enhance my lessons to increase student achievement. It is very important to integrate technology into lessons for the purpose to help with student achievement and engage students. Technology should not just be used as a filler with no educational benefits. My new goals are to keep exploring these new technologies I learned and become even more comfortable with them. I also want to explore more technologies and how they can be used in my teaching. Lastly, I want to share what I have learned with other teachers that I work with and help them to start using them in their classrooms. I am going to reach these goals by continuing on taking classes toward my Master's Degree and by meeting with the technology group at my school to share my ideas.

Online Teaching Experiences

noreply@blogger.com (Amanda Kain) — Tue, 06 Dec 2011 00:53:00 +0000

WebQuests are a great way to teach all different types of content. They require students to complete research on a certain topic by following links on the Internet. You can use them to teach all of the basic subjects in school, such as mathematics, science, reading, writing, and social studies. They can also integrate multiple subjects in one WebQuest. They are easy for students to use and help them get used to researching information on the Internet. The main thing you have to keep in mind when using a WebQuest is to make sure all of the links work. Since websites are continually changing, it is very important to keep your WebQuest up to date with resources that still exist.

With my students I would want to use a few different pedagogical strategies when teaching with WebQuests. First of all, students would be active learners by exploring the websites. I would also want to include collaboration. I think it is very beneficial for students to be able to discuss and work with other students.

In the elementary school some of the online learning technologies would be difficult to use. For instance, students in the lower grades (kindergarten and first) would not be able to create a blog or Wiki site because they do not have the skills yet to makes posts and comment. In these grades I think it would be great to use online simulations which are more engaging and do not require them to write or read in some cases.

There are so many great ways to teach online. I am looking forward to being able to incorporate them into my classroom when I have one of my own!

Michigan Merit Curriculum Online Experience Guideline Companion Document

Wikis Lab

noreply@blogger.com (Amanda Kain) — Mon, 21 Nov 2011 22:52:00 +0000

As I searched through the Wikipedia site I discovered that the school I work at does not have a wiki page. I work at Maple Elementary School in Walled Lake Schools and since the district had a page already I decided to create a page for my school. I wrote that it is an elementary school in Walled Lake Schools and that it is located in West Bloomfield, MI. I also included a link to Maple's school website. Here is a screen shot of the page:

I have worked with Wikispaces in a few of the classes I have taken, so I was familiar with how to create a new page. In CEP 810 my group used a wiki page for our group project. In my new wiki page that I created for CEP 811 I included a link to this page. Here is a link: https://kaintechnologypage.wikispaces.com/

UDL Guidelines

noreply@blogger.com (Amanda Kain) — Mon, 21 Nov 2011 01:17:00 +0000

What is UDL? It is a set of guidelines for curriculum that gives all students equal opportunities to learn. It provides a guideline to create goals, lessons, materials, and assessments that work for everyone. It can be adjusted for individual needs in a classroom. This information came from the UDL Center.

Here is a link to a website I created and then evaluated using the UDL framework: http://www.merlot.org/merlot/viewMaterial.htm?id=595664&newcontribution=1

Here are screen shots of my UDL checklist:

Evaluation of Learning Material in MERLOT

noreply@blogger.com (Amanda Kain) — Fri, 04 Nov 2011 15:46:00 +0000

I found a great powerpoint on cyberbullying on the MERLOT website. http://www.merlot.org/merlot/viewMaterial.htm?id=574595 The content is high in quality. It has valid, useful information to teach about cyberbullying. This material can be used to explain what cyberbullying is and allows the learner to apply what they learn in scenarios involving cyberbullying. The learning objective of this powerpoint is to teach what cyberbullying is, how to prevent it, and what to do if it is happening. The targeted learner is someone in school, has access and is able to use many different forms of technology. This interactive powerpoint improves the teacher and students' ability to teach and learn the material. This can be easily used in a classroom to teach students the dangers of cyberbullying, how to prevent it from happening, and what to do if it happens. The software can be used in the classroom after an incident has happened or to inform students and hopefully prevent it from happening. It is very easy to see what the teaching-learning goals are in this lesson and it would be very easy to use to create learning assignments from.

I found the software to be very easy to use. The powerpoint has great links to more information and videos that are very easy to navigate back and forth from. It is interactive and provides immediate feedback from questions asked in the presentation. Students can easily use this, all they need to be able to do is click the mouse to move on to the next slide or answer a question. It presents information in the form of a list when explaining about cyberbullying, which is very familiar to students and much more interesting and attractive then seeing pages and pages of text. The whole presentation is presented using a dog as the speaker which adds another element of attraction.

I found this powerpoint presentation on cyberbullying very interesting and useful. It is something I would not hesitate to use in my own classroom to teach about this concept, especially with how much technology our students have available to them.

Learning Styles

noreply@blogger.com (Amanda Kain) — Wed, 19 Oct 2011 00:35:00 +0000

I have always been a hands-on learner. If I am actually doing something it sticks with me longer. I am able to learn things by listening, but I have learned that this is not as affective in the long run. To sit through a lecture on a concept usually bores me, but if there is discussion involved I will become engaged and learn.

I think teachers should focus on incorporating as many teaching strategies as possible in a lesson to engage all types of learners. For instance, in a math lesson a teacher might start by teaching a concept using visuals. Then, give a set of problems and manipulatives to students and have them work in pairs to figure them out on their own. Then, as a class have a group discussion on what they found. It is very important to engage as many types of learners as possible and to reinforce what you teach in many different ways.

Personal Learning Reflection

noreply@blogger.com (Amanda Kain) — Tue, 18 Oct 2011 23:10:00 +0000

I have learned so much through taking my CEP 810 class. I have learned how to safely use technology in my teaching and in general. There are so many technologies on the Internet that I can and will use in my teaching. I think classrooms can benefit greatly from using Google Docs. Students are able to work on group projects very easily and this site will allow them all to contribute. I also think teachers can use it to share lessons and help each other make improvements to those plans and other things. This is something I will continue to use after the course is through. I also am very excited to explore the Creative Commons site more. I think this is a great place to find and share creative works to use in the classroom.

I feel like I definitely reached my goal of learning new technologies to incorporate into my teaching. I want to continue to explore these technologies and share what I have learned with others. Since technology is always changing, I want to be able to take what I learn in this course, use it now, and be able to adjust it as new technologies develop. I have enjoyed exploring all the new technologies in this course and hope to one day soon be able to use them in a classroom of my own!

Creative Commons

noreply@blogger.com (Amanda Kain) — Tue, 18 Oct 2011 22:41:00 +0000

I never realized how careful you had to be with copyrights. I always knew they were important, but I did not realize just how careful you had to be with them.

After learning about Creative Commons I will definitely be more cautious about what I use in the classroom. This is a great site to legally use pictures, videos, and much more for free. It is also a place you can share your work and chose who you allow to use it and for what purpose. When I have a classroom of my own, I will use this site all the time to find things I could use to help with my teaching and also share things I have created with others.

Here is a photo that I found to help show what a terrestrial ecosystem looks like:

Photo Attribution:

Original Image: Morro Strand State Beach scene taken from the Back Dunes

http://www.flickr.com/photos/mikebaird/6225169798/

By: Mike Baird

Released under attribution

Here is a photo of Cancun, Mexico that I allowed for reuse using Creative Commons:

Photo Attribution:

Original Image: Cancun, Mexico

https://picasaweb.google.com/100933277749494576268/CancunMexico#5664959069057507538