Mobile Technologies

Today's teacher has numerous advantages when it comes to technology. Educational apps have increased in popularity and allow materials to go from classroom to home and back again with the click of a button. Options are increasing everyday. Today's students have the opportunity more than ever to link with "other people, other cultures, other points of view." (Robyler & Doering, 2013, p. 201)

If my own family is any reflection of popular culture, it tells me today's student uses a variety of mobile technology for personal use. In my family of five we own three iPhones, two iPads, four iPods, three iPod touches and three laptops. If families are using mobile technologies regularly, it only stands to reason that teachers should capitalize on that knowledge and use it for instruction. Colleges are beginning to teach courses on mobile technologies and challenging students to learn different uses for their different devices. Organization for students is easier than ever as apps take them from device to device, giving them access to their information wherever they are. The video below is extremely informative and gives practical ideas for both teachers and students.



In a middle school classroom, it is extremely difficult to monitor cell phone usage. Cell phones are constantly by a middle schooler's side and it is hard for them to detach themselves at school. While there is certainly a time for phones to be put away to minimize distraction, I like to use smartphones at times to ask students to look up information on the web. To me, it utilizes something they are comfortable with and increases interest. Also, many students have the "Notes" app on their iPhones or iPads. With the "Bring Your Own Device" (BOD) option our school system has implemented, students can take notes easily and remind themselves to complete daily tasks. Care does have to be taken to set ground rules so that students don't access inappropriate materials, (Robyler & Doering, 2013, p. 214) but to me the increased opportunities for learning outweigh most negative consequences.

"Music and technology have always had a unique relationship." (Robyler & Doering, 2013, p. 356) Notation and sequencing programs have opened up a new world for composers and studio musicians, and give music students the opportunity to see the fruits of their labors written down and performed.  I use Spotify and  iTunes daily in the classroom for playing and listening to musical examples, and my students use online music streaming such as Pandora.

Recently I have begun to use Evernote  for almost all of my writing, lesson plans and research. There are some great possibilities out there for using Evernote in the classroom and more options are constantly added. Evernote can go from iPhone to iPad to laptop and information can be accessed easily by simply logging in. Students can also use Evernote for journaling and note-taking  and can now save notes in Evernote to Dropbox, another of my favorite apps. Dropbox is a great way to send music home with students for rehearsal. Although we are not all there yet, I believe that Dropbox is the future of sending audio files home for rehearsal for choral events such as All-State, that require students to practice extra music on their own. I am already using this app to send rehearsal tracks to other teachers, replacing the rehearsal CD's of the past.

Although I have not used it much personally, itunes U is another great resource for students who are interested in accessing obscure information. This app literally puts the world at your fingertips by allowing students to study information teachers don't always get to cover in class. Podcasts and lectures on topics ranging from music theory to music history are available for listening and studying. itunes U also connects with ibooks to offer students the option of reading textbooks and other books on their mobile devices. ibooks stores a variety of reading materials on a virtual bookshelf for reading on iPads and iPhones wherever you are.

Mobile technologies "make it easier for teachers and students to view, communicate and share information, regardless of location." (Robyler & Doering, 2013, p. 11) They connect us with people all over the world who are learning and creating new ideas, and allow us a glimpse into the lives of those we only used to dream about. Today's students do not remember a world without mobile technology. I believe it is up to us to embrace the trends and learn all we can in order to best prepare today's student for life in this ever-expanding world.

40 sites and apps for making presentations- http://t.co/itfzUcMh59 #ED5059413UWA
— Lisa Latham (@LathamlLisa) June 29, 2013

References 

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into                    education. (Sixth ed.) Upper Saddle River, NJ: Pearson.

Instructional Software

It is amazing how much software is available to today's teachers. I remember receiving two computers for use in my choral classroom fifteen years ago. I was excited to give them a try, but outdated operating systems and software made it difficult to use them effectively. Educational technology has grown by leaps and bounds over the past fifteen years. Today, as computer discussions revolve around "helping teachers perform various tasks in ways that transform the teaching process," (Roblyer & Doering, 2013, p. 77) there are many more options available to us.

In a choral classroom, music theory is sometimes taught to 80 plus students at one time. There are varying levels of understanding when I teach concepts such as meter or key signatures. Students who have taken private lessons fare better than others so I typically end up with some students ready to move on and some who need additional practice. A great program for drill and practice for these students is http://www.emusictheory.com. A subscription to this site offers teachers and students tailor-made instruction to any music theory concept. It serves the purpose of "practice after instruction,"(Roblyer & Doering, 2013, p. 83) and gives slower students a chance to catch up without holding up the rest of the class.

For an easy tutorial software on all things music I recommend https://www.ars-nova.com/practica6.html. This is an incredible program that offers "alternative learning strategies" (Robyler & Doering, 2013, p. 88) to students who work better at their own pace. This software teaches everything from pitch-matching to basic piano instruction, and while it does not replace me as the teacher, it is great for a general music class rotation that needs a crash course in a subject that can take many years to learn.

The website musiclearningcommunity.com offers great instructional games for music students. I love using this software in keyboard labs because it doubles my instructional time. One student can benefit from private instruction with me, while others are playing instructional games that reinforce theory, pitch matching and ear training that are important for learning. No student is ever sitting still waiting, and learning becomes challenging and fun.

For simulation software I am a huge fan of Apple's Garage Band. It literally does it all. This is a great program for boys because it makes them feel like they are in a studio playing with a rock band. Kids LOVE it. You can simulate guitar amps, play with different types of voices, learn to play instruments, compose, create audio rehearsal track and much more. There is truly no limit to what this program can do, although there is a pretty stiff learning curve. One of my favorite things to teach students (especially boys) is to rehearse with their "band." They can choose their players, control their sound, and come out with a really cool "performance" if they work it just right.

For several years I taught a special education music class. Integrated learning software (ILS) was not available then, but if I ever teach this class again, I will use http://www.inharmonylearning.com. This is a great program that integrates basic life skills special education students need, and incorporates music and speech therapy to help them learn. It gives them goals and benchmarks and measures success in areas that are sometimes difficult to measure. Proponents of ILS "feel that the students who experience the most success with ILSs are those whose needs are typically most difficult to meet." (Robyler & Doering, 2013, p. 105) Many students in special education classrooms fit into this category.

The most difficult type of software to find for a music program is problem-solving software. The two I would recommend for the very advanced music student are Sibelius and Finale. Composition is a skill that requires problem-solving by its' very nature, and both of these programs teach students to follow a "sequence of steps" (Robyler & Doering, 2013, p. 102) to put a piece of music on paper. Students can also collaborate when using this software to compose a piece together or to notate something that they have played or sung by ear. Again, this is very advanced software and more appropriate for a high school music lab than a general music or choral class.

I will leave you with one of my favorite new finds for the general music classroom. Groovy Music Jungle can be purchased for an elementary or middle school music classroom and is an effective instructional software for many reasons. It falls into several categories listed above, and offers students a variety of fun ways to learn.

For more instructional software ideas, check out my tweet on the subject.

Music Instructional Software for the classroom- http://t.co/P646ZiaQJt #ED5059413UWA
— Lisa Latham (@LathamlLisa) June 23, 2013

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into                    education. (Sixth ed.) Upper Saddle River, NJ: Pearson.

Article Critique

This week we will explore one of the biggest educational issues of our day and one that was not yet a conversation when I left the classroom eleven years ago. Placing a laptop or other mobile computing device in the hands of each student is known as one-to-one computing (Robyler &Doering, 2013, p. 24) and is a hot topic among today's educators. Personally, I have watched my children's school system wrestle with this initiative. My fourth and seventh grader were both issued Nooks this year for classroom use as well as to assist with homework. The high school seniors in our school system were all issued iPads this year, and the sophomores and juniors will have them next year. I have watched and observed and have come to the conclusion that while the use of technology in education is wonderful, there are many important factors to consider before making major purchases that place devices in the hands of every student.

 "The current role of educational technology is shaped primarily by two factors: available technology resources and our perspectives on how to make use of them."(Roblyer & Doering, 2013, p. 4) I believe the "make use of them" component is critical. This article adds great insights to the one-to-one computing conversation and should be read by all administrators considering purchasing devices for their schools. It discusses the pros and cons of the issue and brings up the valid point that teachers who are already overworked have difficulty learning new technology, much less planning appropriate lessons to go along with it. Studies described in our textbook confirm this, such as the Project RED Initiative which found "one-to-one initiatives are improved quality indicators, but only if certain optimal conditions are in place." (Roblyer & Doering, 2013, p. 24) This again reinforces the point that school systems should proceed down the one-to-one road with caution and a great deal of education. In my research this week I read an article that studies the effects of laptops on learning in a typical upper elementary classroom. Although the findings push the reader towards the benefits of one-to-one computing, I still believe caution is needed when planning and purchasing technology that is almost out-of-date before it is placed in the hands of the student.

 Below are some pertinent questions and answers regarding my article critique:

  1.     Provide the complete article title and author.

;     The article I read this week is titled "Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump" by Kurt A. Suhr, David A. Hernandez, Douglas Grimes, & Mark Warschauer.

2.    State the intended audience. (What is empirical research and how does it help the classroom?)

The intended audience for this article includes educators, administrators and school boards seeking to determine best practices for students and the most effective ways to use technology dollars. Empirical research can be defined as "a way of gaining knowledge by means of direct and indirect observation or experience" (Wikipedia, 2013). "Some of the most promising research results to date have come from the so-called one-to-one computing initiatives, sometimes known as laptop programs." (Roblyer & Doering, 2013, p. 24) This type of research is invaluable to school personnel seeking to make informed decisions. 

3.    What is/are the research question/questions or hypothesis/hypotheses? 

Three research questions were used to compare participating students:

1. Were there significant differences in the total ELA score changes in the California Standards Test (CST) over the two-year period from third grade to fifth grade between the one-to-one laptop group and the non-laptop group, after controlling for other factors?

2. Were there significant differences in the six subtests used to compute those total ELA scores for the same two groups?

3. Can participation in a one-to-one laptop program be used to predict changes in ELA total and subtest scores over the two-year period from third grade to fifth grade?

4.    Describe the subject (participants) and the procedures (methods) used by the   researcher(s)?

Participants in this study included 108 students at two elementary schools and two middle schools. The students were from a variety of socio-economic backgrounds and included an almost even number of males and females. Participants were largely Asian and Caucasian and most had parents who were educated. One group of students was given laptop computers to utilize over a two-year period while one group was not. Classes were observed and teachers and students were surveyed throughout the course of study. English language arts test scores were compared between laptop users and non-laptop users to see if significant improvements were made by the laptop users.

5.     What were the conclusions of the researchers? Do you agree or disagree with the  conclusions? Support your position.  

     The findings of this study show that the laptop users made greater strides in some  areas, particularly those related to skills that the laptops themselves developed such as  internet research and writing skills. Overall, however,  the findings were not significant  enough to conclude that the laptops were a resounding success. The results do add to the  popular belief that laptop use over time will increase test scores, but the effect was not great  enough in this particular study to convince me that all school systems should purchase  laptops immediately. One teacher surveyed in the study mentioned the time she spent  teaching the tool rather than teaching the subject. This is of great significance in my opinion.  Placing technology in the hands of individual students can cause roadblocks to learning, can  take away valuable instructional time, and can cause a variety of social issues. (Roblyer &  Doering, 2013, p.13) I am all for technology in the classroom, but am very cautious when it  comes to one-to-one initiatives. This year I experienced my fourth grade daughter's Nook  sitting on a shelf for most of the school year as she complained that it was too slow and  "didn't ever work right." Technology is changing rapidly. Our text illustrates this by comparing  the Pre-Microcomputer Era, the Microcomputer Era and the mobile technologies of today.  (Roblyer & Doering, 2013, p. 8) Computers are expensive and are almost out-of-date by the  time they are purchased. The cost of one-to-one computing is still extremely high which also  makes me pause and consider the risks versus the benefits. Although the results of this  study and others cannot be denied, I believe there is more research to be done in this area.

6.     What suggestions for further research do the authors suggest? What other suggestions  for future research would you suggest? 

The authors of this article make several suggestions for future research including larger  sample size, a lengthier study, more students from under-represented ethnic groups and a  cost-benefit analysis to compare the cost of laptops to other means of intervention. I agree  that further studies should be done and I also suggest using something other than  standardized test scores to measure success, although I recognize this is not a widely held  opinion. I would be interested to see a similar study done using a program called "Bring Your  Own Device (BOD)," which would enable students to bring familiar technologies from home  for learning purposes. BOD programs could cut costs significantly among other benefits. This research article provides much food for thought and definitely sparks my thinking on this  hot topic. 

Twitter is also full of opinions on on-to-one computing and my tweet below lists some of the positives. Don't forget to follow me @lathamllisa for more hot topics on technology in education. 

How to sell #1to1Computing! http://t.co/wkDYsy5Chc #ED5059413UWA

— Lisa Latham (@LathamlLisa) June 12, 2013

References

Robyler, M.D. & Doering, H. (2013). 

        Integrating Educational Technology into Teaching (6th ed.).Upper Saddle River, N.J.      
        Pearson

Suhr, K.A., Hernandez, D.A., Grimes, D. & Warschauer, M. (2010), Laptops and Fourth
           Grade Literacy: Assisiting the Jump over the Fourth-Grade Slump. Journal of 
           Technology, Learning and Assessment, 9(5). Retrieved June 2013 from
           http://www.jtla.org

Digital Citizenship

Digital Citizenship is a fairly new concept, simply because technology has advanced so rapidly over the past ten years. I left the public school classroom in 2001, just about the time technology exploded. As I've spent time researching technology, as well as parenting three daughters, two of whom are preteens,  I have come to realize that there are valid concerns and issues educators and parents need to be aware of in order to navigate this new world in which we find ourselves.

The first issue in my research is the issue of technology overuse and misuse. I can say from personal experience that technology can be very addictive. I became the proud owner of an iPhone 5 last year, and I have to restrict my usage or I will be on it all the time! I watch my family at times where all five of us are on our iPhones or iPods and realize that our communication has literally stopped as we play our games, check our texts and emails, and simply play on our devices. We have implemented a "No technology at the table"rule during mealtimes, and try to remind each other to put down our phones/iPods, etc. when we've used them too much that day. Additionally, I have personally found that I am distracted by my iPhone when driving. " Young people are (now) avid multitaskers, frequently using several technologies at the same time while studying or driving." (Robyler & Doering, 2013, p. 13) This is a dangerous practice, but again, a byproduct of the changing times and culture. And obviously if taken too far, technology can send the wrong messages and cause a great deal of trouble, especially among teenagers. The popular use of "sexting" (Robyler & Doering, 2013, p. 16) is a growing misuse of technology and a problem teachers fifteen years ago never dreamed of.

The explosion of social networking also brings both positive and negative influences to today's classroom and workplace. In my home alone we use Facebook, Twitter, Snapchat, Vine, Instagram, and more. I "follow" more people than I ever knew existed when I graduated college twenty years ago. But again, although social networking definitely has a place, it also brings about practices such as cyberbullying, cyberporn and a whole host of other undesirable intrusions. (Robyler & Doering, 2013, p. 16) As a parent, I am constantly reminding my kids that the whole world is watching and to be careful with the things they post. The negatives are subtle, which means parents and educators must stay alert and use caution at all times.

As administrators and school boards make decisions about technology in the classroom, safety is a growing concern. "As more student data goes online and students spend more time on the internet, measures have to be put in place to limit access to personal data and to protect students from online predators." (Robyler & Doering, 2013, p. 20) Once again, education is key. Students and teachers must be aware of the dangers and take great care with what they post, remembering that nothing on the internet is truly private.

This link includes a poster with some great tips for students on Digital Citizenship and is appropriate for middle and high school classrooms: Tips on Digital Citizenship. It is important that we as educators keep the facts in front of our students. One way we can educate others on internet safety, dangers of social networking and use and misuse of technology is by offering visual presentations in the classroom. According to our textbook, (Robyler & Doering, 2013, p. 181) persuasive presentations are one of the ten most powerful uses of integration strategies for hypermedia. PowerPoint presentations led the way in this (Robyler & Doering, 2013, p. 178) but there are now multiple options available. Check out my Prezi presentation below for further ideas on digital citizenship and ways to encourage teenagers to take it seriously.



I also follow some great educators on Twitter who keep up with current technology trends. There are additional tips in my latest post. Follow me for more like this @lathamllisa. 

Great article on Digital Citizenship- technologybitsbytesnibbles.info/archives/9861 #ED5059413UWA
— Lisa Latham (@LathamlLisa) June 2, 2013

References

Robyler, M.D. & Doering, H. (2013). 

        Integrating educational technology into teaching (6th ed.).Upper Saddle River, NJ:   
        Pearson.

University of the Pacific. 

        Online Social Networking Dangers and Benefits Social Networking Site Dangers.   
        Retreived from  http://www.pacific.edu/Campus-Life/Safety-and-Conduct/Safety-and-
        Security/Online-Social-Networking-Dangers-and-Benefits-.html

Katrina Schwartz. (2012, May).
       Schools and Students Clash Over Use of Technology. Retrieved from 
       http://blogs.kqed.org/mindshift/2012/05/schools-and-students-clash-over-use-of-
       technology/

Dowshen, Steven. (2011, June).
       Internet Safety. Retrieved from 
       http://kidshealth.org/parent/positive/family/net_safety.html#

Atchison, Bill. (2013)
       Teens and Technolgy: Misuse? Overuse?
       Retrieved from http://www.billatchisonphd.com/teens-and-technology.php