Reflections on EDU 605

Over the course of the class, I learned about a variety of different Web 2.0 tools that I had not experienced before.  I consider myself a fairly tech savvy person and am very comfortable with computers and technology.  However, I will admit that I was unfamiliar with a number of the tools that we used over the course of the class.  I had designed a website eight years ago in an undergraduate class, but I was very impressed with how much web design tools have improved making it easier for the average person to create a more usable and attractive website.  I also enjoyed using the voki and voicethread programs.  They were both incredibly simple to learn and operate.  I was not as comfortable with meograph, especially with the mapping and linking features.  I think that it is a very interesting program, but it does require more time and effort than some others to use effectively.  I was very pleased with the Zunal program.  I had heard about WebQuests but never considered creating one of my own because I always figured that they would be complicated to create.  I was pleasantly surprised with the ease of the site.

I enjoyed reading the blogs and articles on technology tools for the classroom throughout the class.  However, my concern was an overload of information and ideas.  With classroom technologies, I think that sometimes people get so excited about the latest ideas that they never really stop to use something to it's full potential before they move on to the next idea.  I found it difficult at times to wade through the excess of information and ideas floating around the internet.  That is why it was helpful to have specific assignments for the course that required me to explore a limited number of technologies more in depth.  

I think that they most useful tool for my classroom next year will be my classroom website.  I had very positive feedback from the parents that I surveyed and was very encouraged to actually use the site with my class next year.  I have a few updates to make, but I think that it will be a wonderful tool for parent communication.  I was glad to have to take the time to learn some of the tools for my Promethean Board.  We have had them in our classrooms since March, but I was not using it for much more than a projector this year.  I have been able to familiarize myself with some of the more interesting abilities of the board that I hope to use next year.  I am looking into the idea of getting the Classroom Voki program to use next year to work on the speaking and listening standards of Common Core and encourage student discussions in a novel environment.  The biggest obstacle for me in using technology has always been the time needed to learn how to use it effectively in the classroom.  I hope now that I have a few tools that I understand well enough to start moving past just superficial use of technology in my room next year.

Digital Divide & Inequality

Below is my presentation on the Digital Divide & Inequality.  If the Prezi does not load, you can view the presentation here.  

Digital Collaboration

For this assignment, I collaborated with Becca Davis.  Our primary communication was through email. I responded to her request for a partner over the blackboard email list.  I was able to create the Prezi using my account and invite Becca to edit as well.  I like that feature of Prezi because it allowed both of us to add content and make changes without constantly sending the presentation file back and forth.  Becca and I divided up the tasks over email and worked on our sections of the Prezi at different times.  Prezi has a meeting feature that allows users to edit together in real time, but due to our schedules we did not utilize this during the project.

I found collaborating virtually was an effective means of completing the project.  We did not have to set  up times to meet together and were able to finish the entire assignment without ever meeting or talking face to face.  The Prezi program was very helpful in keeping up with individual updates and changes without having to send emails back and forth.  We also both were very consistent with completing tasks and answering emails.

It was challenging to find a partner initially since our class does not regularly meet face to face.  I was glad that Becca sent out an email requesting a partner.  Also, both partners must be clear about what they need to do in order to complete their work without being able to ask questions immediately.  Next time I complete a similar assignment, I may explore the Prezi meeting feature for at least one real-time conversation.

Application to My Classroom

From working on this assignment online, I have learned some helpful tools for my own classroom.  I think that the tools in a Prezi may be too advanced for some of my elementary students.  But, I have used Google presentations and that program allows similar collaboration with a more familiar interface for the students.  I like the real-time multi-user editing idea for any group project.  It is a great option over meeting face to face if students are computer savvy.  With my students, I think it would be critical to teach them certain expectations about digital collaboration, such as maintaining group deadlines, signing on when expected, and responding quickly to messages and emails.  Younger students would need more direction in the division of tasks and how to use the online tools, but I think they would enjoy working together in this format.

Digital Inequality

The information that I learned in the course of creating the Prezi was very interesting.  Working in a Title 1 school, I am very familiar with the concrete aspects of the digital divide in terms of lacking access and hardware.  However, even in our low SES community, there is a surprising amount of technology in the homes of my students.  This echos what I read about the closing of the digital divide by increasing access to internet technology.  That is why I was very intrigued by this idea of digital inequality.  I see the access, but I question how effectively these digital tools such as tablets and smart phones are being used by my students.  I had never really consisted the difference between the divide in terms of access alone and inequality in terms of meaningful use of the technologies available.  

I think this inequality extends to schools as well, where almost all classrooms have access to computers and internet, but not all students can use them in a way that really enhances their learning.  It is important for schools to focus on educating teachers about how to train students to use the internet effectively.  Teachers need to go beyond just accessing simple educational gaming websites and publishing writing towards more interactive uses of the internet.  Students should be taught to use the internet to learn new information and collaborate with other peers and adults to expand their knowledge.  When designing strategies to address the digital divide or inequality, I think schools and governments face a big challenge.  People may not be receptive to the idea that they should be using technology in a different way than they are currently.  They may feel that it is unfair to assume that they need instruction on how to use internet and smartphone technology.  On the other hand, many people do not think it is cost effective or beneficial to distribute laptops or tablets to low SES households or classrooms.  They argue that if they are not going to utilize them effectively, why give them the technology at all?  It is a very sensitive subject, but any project implemented must go beyond simple access to technology in order to actually have a chance of being effective.  

Resources and References for Research and Presentation:

DiMaggio, P. & Hargittai, E. (2001). From the ‘digital divide’ to ‘digital inequality’:
Studying internet use as penetration increases. Working Paper #15. Center for Arts and Cultural Policy Studies. Retrieved from http://www.princeton.edu/~artspol/workpap15.html

Doud, F. (2011). Digital divide versus digial inequality. [Weblog Comment].  Retrieved from
 http://forrestdoud.wordpress.com/2011/02/07/digital-divide-versus-digital-inequality/

Sayparn, M. (2011). Digital divide vs. digital inequality. [Weblog Comment].  Retrieved 
from http://maysayparn.wordpress.com/2011/02/07/digital-divide-versus-digital-inequality-2-2/

State Library of NC (2012). Statistical report of North Carolina public libraries. Retrieved from http://statelibrary.ncdcr.gov/ld/aboutlibraries/plstats/1112/1112rpt.htm 

US Census Bureau. (2010). Table 1155. Household internet usage in and outside of the
home by selected characteristics: 2010.  Retrieved from 
http://www.census.gov/compendia/statab/2012/tables/12s1155.pdf

Video Technology Tools in the Classroom

For this blog, I have researched various uses for video technology tools in the classroom, namely: Flipping the Classroom, Voicethreads, & iMovie.  Flipping the classroom is a new way of envisioning the classroom structure.  Teachers record their lectures, which the students watch at home before class.  During class time, the students work on practice and application, what would traditionally be considered homework tasks.  Voicethreads are a website program that allow students to create presentations and have discussions around different videos, images or documents.  Students or teachers upload the original images or videos and participants can add verbal or written comments.  iMovie is a video editing program on Apple computers that was discussed as part of a larger middle school technology program.  

Flipping the Classroom and Voicethreads have many similar benefits in the classroom. First, they present information to students using both visual and verbal means.  They also allow students to move through content at a pace that is more individualized.  In the flipped classroom, students do not have to move through a teacher's lecture at the same pace.  They can repeat content that they find confusing or fast-foward through material with which they are already familiar.  This increases student engagement and focus on the lesson.  In addition, teachers can provide more individualized and targeted instruction during class time since they will not be spending time lecturing the whole class.  Obviously schools must account for the technology resources available in student homes in order to use this model effectively.  Also, students who are not motivated may not be willing to spend time at home listening to lectures and will then arrive to class behind their classmates.  Voicethreads, when used collaboratively within a class, also allow students to revisit curriculum content at their own pace, similar to flipping the classroom.  The voicethreads also allow students more time to formulate thoughts and contribute to a discussion than in more traditional classroom settings.  This is particularly beneficial for students with special needs who may not always feel comfortable participating in class, or may feel that the class moves on before they are ready to speak.  The information on iMovie was not as detailed or compelling for its use in the classroom.

In my own classroom, I would love to use voice threads to encourage book discussions in literacy.  I think that it would be a great way for literature circle groups to collaborate and share ideas in a novel way.  They could also work together to create a voicethread as a trailer to share their book with other groups and encourage them to read it.  As other students read the book they could return to the voicethread and add their comments.  I think that, at least initially, I see the most use for flipping the classroom in math.  Often I see students lose focus or become bored during lectures, but then they get stuck on homework problems.  I would be interested to see how my students would do learning the initial content at home and having more time to work individually and in small groups with students on more targeted practice.  It would also allow for more project enrichment for more advanced students.  The information on iMovie and other technology tools was more of a whole school iniative at the middle grades level and I cannot see as many immediate uses in my classroom. 

Articles Used:

Anderson, M.A. (2002, Sept).  The evolution of a curriculum: Yes, you can manage iMovie projects with 170 kids! Multimedia Schools. 9(4), 17-19.

Brunvand, S., & Byrd, S., (2011, Mar/Apr). Using Voicethread to promote learning engagement and success for all students.  Teaching Exceptional Children, 43(4), 28-37.

Goodwin, B., & Miller, K. (2013, Mar).  Evidence on flipped classrooms in still coming in.  Educational Leadership. 70(6), 78-80.