Relative Advantages of Spreadsheet Software

This week’s topic presents interesting challenges to me in regard to the relative advantages of using spreadsheets in the classroom.  I can think of a variety of ways that I use them myself, mostly for data collection purposes.  But even still, I do not have extensive background knowledge in spreadsheet use.  In fact, I think it might be the area of technology I am the least familiar with.  As the only way I will overcome this unfamiliarity is through experience with the tool that I cannot report on at this point, I would like to focus on the other challenge that I face with this topic, and that is the advantage of integrating spreadsheets into 3rd Grade English Language Arts.

Roblyer and Doering (2013) propose four major advantages to the use of spreadsheets in the classroom in general.  The first advantage is that spreadsheets are able to quickly calculate mathematical equations quickly, as a result both teachers and students alike are able to save time spent on hand calculations.  Another advantage is that spreadsheets provide an organized way of displaying information for charts and schedules because of the row and column layout of the worksheets within each spreadsheet file.  Spreadsheets also allow users to analyze “what if” scenarios by manipulating numbers within formulas and observing the results that follow.  The final advantage proposed by Roblyer and Doering is that the use of spreadsheets in the classroom increase students’ motivation to engage in mathematics, as they provide an interactive way to calculate numbers that is not often utilized.

There are also additional advantages to the use of spreadsheets in the classroom, many of which are discussed in Teachnology’s article outlining how Excel can be used in the classroom.  Spreadsheets make it easy to compare data between sets of information.  Also, the ease with which students are able to create graphic representations of data allows them to spend more time interpreting data then they do structuring the data.  This allows for more efficient teaching methods as well, because students are able to see a variety of ways to represent data based on the same set of information.  This allows teachers to address concepts in one day, that traditionally may have taken several days.

There are a multitude of ways that teachers can integrate spreadsheet-use into mathematics, but language arts seemed, at first, to be a little more difficult.  I had to think a little bit deeper than just the face-value functions of the spreadsheet tool.  After I had some ideas of my own, I set out to search for activities that others have used to implement spreadsheets into the classroom.  It was through this process that I came to discover what I believe to be the most relevant relative advantage for using spreadsheets in my language arts instruction. The curriculum my school district uses for ELA places great emphasis on the ability to comprehend information in graphic sources.  Spreadsheets are an efficient way for students to collect and enter their own data, create their own tables and graphs based on the information, and then write a summary of their findings.  Interpreting data that is meaningful to students adds an extra element of relevance to their learning experience.  

Spreadsheets are predominantly used as a mathematical teaching tool, but there are also many relative advantages involved in the use of spreadsheets in a cross-curricular nature.  I am looking forward to exploring other opportunities to integrate spreadsheets into my classroom instruction.

References:

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Teachnology. (n.d.). Excel in the classroom. Retrieved from: http://www.teach-nology.com/tutorials/excel/

Relative Advantages of Presentation Tools in the Classroom

The use of presentation tools in the classroom is not a new practice.  Tools like Microsoft's PowerPoint have been used for lesson presentations for many years.  As the world travels farther into the 21st century, additional presentation tools have joined the ranks to increase the production options that program users have.  New presentation tools such as Prezi, Google Presentation, Glogster, and Zoho (Morrison, 2011) have provided a variety of different platforms from which users can express creativity while sharing their message with an audience.

Presentation tools, especially PowerPoint, have earned a negative label as a result of improper development and implementation.  Many people can think of an instance where they have witnessed the use of a poorly designed presentation with too many words on each slide, animations and transitions flying in from every direction, or color schemes that make viewers want to look away.  Author and communications consultant, Garr Reynolds has published tips to assist presentation creators to develop clear, organized, and effective presentations.  These tips include suggestions such as: keeping the design simple, limiting words and bullet points on slides, use of high-quality graphics in place of clip art, and minimal use of transitions and animations (Reynolds, 2013).  By following these tips, the use of presentations in the classroom presents a great advantage to the student learning environment. 

The relative advantages of using presentation tools in the classroom have an impact for both the teacher and the learner.  Teachers are able to use presentations to deliver instruction to students in the classroom and supplement lessons with graphics, audio, and video that may contribute to student understanding.  According to Teachnology, an effectively used PowerPoint may be "one of the most powerful tools for disseminating information ever known." (Teachnology, n.d.).  Presentations are able to accommodate a variety of learning styles, making their use even more beneficial.  The ability to make presentations available on the Internet allows for struggling students to revisit the information presented, as well as makes it available for students who are absent from class and still responsible for the materials.

Presentation tools also provide significant relative advantages to students.  The most obvious advantage to using these tools is that students will build upon their technology-use skills, typing, navigating programs, and ethical/copyright text and image use.  Creating presentations also allows students to take ownership of their learning by allowing them to represent information in their preferred style.  Presentations give students access to a larger audience than traditional assignments because they have the ability to discuss their learning and present to other students (Young & Behounek, 2008).

The use of presentation software will probably always suffer from improper use by well-intentioned people.  When making the decision to use presentations in the classroom environment, it is important for teachers to be aware of the strategies that contribute to effective presentations.  Under these conditions, the benefits of presentation software greatly outnumber the drawbacks.



Resources:

Morrison, M. (2011). Technology tools for the classroom: Presentation resources. Retrieved from: http://www.pearsonschoolsystems.com/blog/?p=295#sthash.Tj2VQA2Y.dpbs

Reynolds, G. (2013). Top ten slide tips. Retrieved from:  http://www.garrreynolds.com/preso-tips/design/

Teachnology. (n.d.). PowerPoint in the classroom. Retrieved from: http://www.teach-nology.com/tutorials/powerpoint/ 

Young, D. & Behounek, L. (2008). Kindergarten students use PowerPoint to lead conferences. NAESP Principal (May/June). Retrieved from: https://www.naesp.org/resources/1/Principal/2008/M-Jp58.pdf‎  

Relative Advantage of Instructional Software

Instructional software in becoming a more integrated part of the learning environment all the time.  New developments in technology have expanded the options for integration into lessons even further.  Gone are the days when software programs had to be purchased and loaded onto machines.  While this is certainly still an option, the emergence and growth in online access to instructional software has given teachers and students more educational material to select from.  Some sites are subscription-based, while others are open source and free to use.  This is a great benefit for many classrooms, especially those located in schools where budgets do not allow for mass-software purchasing allowances.

There are five major classifications of instructional software.  These include drill-and-practice, simulations, instructional games, tutorials, and problem-solving programs.  Instructional software programs may fall under one or many of these categories.  Drill-and-practice software asks students to work through a series of problems or examples, and then they are provided with feedback based on their answers.  Simulations are computer-based systems that provide a real-world experience that teaches students how a certain process functions.  Instructional games are games and activities that are intended to reinforce learning concepts through the use of a game-like format.  Finally, problem-solving programs are designed to help students develop problem-solving skills.  Many times, simulations and instructional games also have this objective in mind.  As mentioned, instructional software is not restricted to one category.  Many programs strive to meet learning objectives through multiple modes of interaction.

The main relative advantage of the use of instructional software in my classroom is that students are able to practice and apply skills that are taught in lessons.  The types of instructional software most utilized by my third-grade students can be categorized as drill-and-practice, or instructional games.  Much of the content we must teach in my school is still based out of a hardbound curriculum program, so we are somewhat limited in the main delivery of lessons.  However, both our math and reading curriculum have web-based components that help to reinforce lesson objectives, and we use a variety of other programs to supplement lessons as well.  Our math and reading programs are both published by Pearson.  The students are able to access student textbooks, leveled reading materials, instructional videos, and instructional games.  The online assessment tool also assigns remediation lessons to the students as needs are indicated by their assessment results.  

Other instructional software programs that are frequently used by my students are Brain Pop and Sheppard Software.  Brain Pop presents a video that teaches about a selected topic, and after watching the video, students can complete activities and quizzes that provide feedback in a drill-and-practice type format.  Sheppard Software has a collection of online games across a variety of subjects that provide excellent skills reinforcement.  My students are very receptive to both sites, and benefit from their use when appropriate.    

Reference:

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Acceptable Use Policies

Technology is a great asset to many educational environments.  Computers and other devices allow web access to an infinite number of resources.  Because of the access to such a vast array of resources, it is vital that institutions have comprehensive Acceptable Use Policies (AUPs) in place applying to all users of the district’s network devices.  An Acceptable Use Policy is a document that outlines the rights and responsibilities of those who are accessing web-based materials through a district’s network.  

Acceptable Use Policies are a valuable document, not only in protecting a district, staff, students, and parents legally, but also in empowering students and encouraging the development of safe and responsible online behavior.  In their overview of AUPs, the Internet-safety organization i-SAFE (n.d.) states, “By teaching students responsible behavior, asking them to sign an agreement, and providing written descriptions of the consequences for wrongful action, students develop a sense of responsibility and ownership for their online experience.” (p. 1).  It is not realistic to believe that most students will only access the Internet in the school environment.  Because of this, it is important that students learn how to access web content safely and responsibly while under adult supervision in school, so that they develop good web-use habits that will carry over into Internet use outside of the school environment, where supervision may or may not be present.  

The Education World (n.d.) article, “Getting Started on the Internet:  Developing an Acceptable Use Policy (AUP)”, identifies six key elements outlined by the National Education Association that characterize an effective AUP.  These six elements:  a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section ensure that both the users and the district have a clear understanding of what the expectations of the user are, what is and isn’t permissible when accessing online content, and what the consequences will be if the AUP is violated.  As stated by the NEA, the preamble states the purpose, goals, and development process for the policy.  The definition section explains key words that are used throughout the document.  The policy statement explains the circumstances under which the AUP applies.  The acceptable and unacceptable uses sections outline what is and isn’t appropriate uses of technology.  Finally, the violations/sanctions section tells users how to report violations of the Acceptable Use Policy.  

One current issue I find interesting is the debate over inclusion of social media policies within AUPs.  In my school district, Facebook specifically is the “hot-button issue”.  I currently serve on our district’s technology committee.  At our first meeting of the year, concern was expressed by a school board member about the use of Facebook by staff and students for use in classes and by organizations affiliated with the school.  It was felt that a specific policy on Facebook-use needed to be developed, and a sub-committee was formed to draft the wording of the policy.  Personally, I felt conflicted about the decision at the time.  The basis of my concern wasn’t necessarily reflective of any specific knowledge I had, but more from my own philosophy of technology.  This week, having read multiple articles addressing the inclusion of social media in AUPs, my feelings about the policy development have not changed, but now I feel I can justify my opinion.  In his article, “Why You Don’t Need an Employee Social Media Policy”, Scott McLeod (2012) states, “...employee social media policies typically fail to make important distinctions between the behavior and the medium.” (p. 11).  In stating this, McLeod also makes the important point that many times the tool (Facebook, Twitter, etc.) is deemed to be the thing that students need to be protected from, when really they are only communication tools in the same way as a telephone or pencil and paper.  The real focus should be on the behavior of students and how they should behave when using social media tools.  I am interested to see how the Facebook policy is going to impact the current AUPs we have in place for staff and students in my school district.

The following links are examples of Acceptable Use Policies being used in various school districts*:

Thornhill Elementary School (Oakland, CA): http://www.thornhillschool.org/about-our-school/acceptable-use-policy/

Hutchens Elementary School (Mobile, AL): http://www.hutchenselementary.org/?PageName=bc&n=143574

Carroll School (Waltham/Lincoln, MA): http://www.carrollschool.org/our-community/parents-page/acceptable-use-computer-policy

Duchesne County School District (Duchesne, UT): http://dcsd.org/policies.cfm?subpage=1516933

*Unfortunately, I am unable to link to my school district's staff and student AUPs, as neither document is web-based at this time.

References:

Education World. (n.d.). Getting started on the internet: Developing an acceptable use policy (AUP). Retrieved from: http://www.educationworld.com/a_curr/curr093.shtml

i-SAFE. (n.d.). Acceptable use policies. Retrieved from: www.isafe.org/imgs/pdf/education/AUPs.pdf

McLeod, S. (2012). Why you don't need an employee social media policy. School Administrator, 69(11). Retrieved from: http://www.aasa.org/content.aspx?id=25944 

Vision Statement

    “Education is simply the soul of a society as it passes from one generation to another.” ~ G.K. Chesterton

It would be a difficult task, at this point in time, to find people who do not interact with technology in some form on a regular basis.  Technology has imprinted itself upon society in a multitude of forms. Digital communication (email, text messaging, etc.), social media, search engines, and other web-based resources allow people to constantly interact and collaborate with others.  Trends in education tend to follow the lead of society, and the influence of technology is no exception.       

An important area in which the influence of technology in education can be seen is in the Common Core State Standards (CCSS).  45 states have adopted the CCSS.  “The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.”(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)  Rather than having a separate set of standards that address technology, the CCSS have blended technology use into other content areas, especially the English language arts.  Students as young as kindergarten are expected to be able to use technology to collaborate with their peers.  As they progress through their education, the focus of collaboration shifts outside of the classroom and on to more expansive web-based objectives.  It is important that educators provide meaningful opportunities for students to collaborate with one another.

 

The 2010 National Education Technology Plan also explains the need for the use of platforms such as wikis and blogs for the purpose of collaboration in the Executive Summary. “For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.” (U.S. Department of Education, 2010, p. 9)  It is important for educators to embrace the “21st century competencies” (U.S. Department of Education, 2010, p. 9) being used in real-life situations to allow students to become “expert learners” (U.S. Department of Education, 2010, p. 9). 

There are many platforms that support student collaboration through the use of technology.  Blogs allow for students to post their thoughts and respond to content that is covered in class.  Students can read the blogs of others and post comments on their perceptions of what they read.  Twitter is also a useful communication platform for students to share their ideas and respond to the ideas of others.  Wikis allow for multiple students, or even classrooms, to contribute information regarding a particular topic on a collaborative basis.  Students can then revise and edit material as necessary to meet learning objectives.  Another platform that supports student collaboration is Google Docs.  In this application, students can simultaneously work on a project using the program’s document, presentation, or even spreadsheet function.  All of these methods of collaboration help to build the skills that students need to succeed.

Links to examples of these platforms in action:

Blogging:  A high school English teacher teaching in a STEM school in New Jersey sees greater benefits to blogging in the classroom than she had anticipated beforehand.

Twitter:  Eighth grade students in an East Los Angeles school contribute to class discussions using Twitter, and in the process even the most reserved students find a voice.

Wiki:  A Pennsylvania biology teacher uses a wiki to revitalize her classroom environment.

References:

National Governors Association Center for Best Practices, Council of Chief State School

Officers. (2010). Common core state standards. Retrieved from http://www.corestandards.org/

U.S. Department of Education. (2010). National education technology plan 2010 executive

summary. Retrieved from http://www.ed.gov/technology/netp-2010