I love Twitter. I have used it for several years and have a personal account- @lathamlisa, a work account- @HSBCChoir and an account for the non-profit I founded with a friend- @graceskitchen2. I never considered using Twitter as a network for education until ED 505. "A Personal Learning Network" as I now know to refer to it, is a very useful tool for educators seeking to develop professionally and stay abreast of current trends. You can follow my network of educators @lathamllisa.
One of my favorite people to follow is @edutopia. Here I find everything from articles on leadership to resources for the classroom. By using the hashtag #edchat, I am immediately connected with a plethora of information without ever leaving home to attend a workshop. Through #edchat, I discovered hashtags that benefited my area such as #ArtsEdChat, #edmusic, #musiced, #mustech, and #musedchat. Twitter also allows educators to have live discussions as #musedchat does on Mondays at 8:00 p.m. EST.
Another favorite follower is @cyndidannerkuhn. Cyndi, who is the editor of "Technology Keys Daily," always tweets when her online magazine is available, and offers helpful tools to use technology to teach and learn. @edudemic also keeps me posted on the latest in technology education and posts an online resource called "The Edudemic Daily."@ipadSammy has tips on using the ipad and other apps in the classroom and @WebNews20 offers technology tips for users outside the education world.
I plan to continue using Twitter to support my professional development and to learn from other educators around the globe. It is truly amazing how technology is shaping the world of education and how much information is accessible to us if we know where to look.
Tuesday, July 23, 2013
Saturday, July 20, 2013
Social Bookmarking
Learning the use of the Social Bookmarking tool Delicious has been a very helpful part of ED 505. You can check out my bookmarks here:
https://delicious.com/lathaml
Tuesday, July 16, 2013
Assistive Technology
Students in today's classroom have a variety of needs. It is up to teachers to know and understand their students and provide optimal learning opportunities. Due to revisions to the Individuals with Disabilities Education Act (IDEA) over the past decade, schools are now required to consider the use of assistive technology when developing an Individualized Education Plan (IEP) for students. (Robyler & Doering, 2013, p. 400) Assistive technology helps to address special learning needs through a variety of means and can include both "physical and sensory access." (Robyler & Doering, 2013, p. 400)
Students with mild disabilities may or may not need assistive technologies, but options should be available to these students to help in weak areas. Reading below grade level can be considered a mild disability and can be enhanced by the use of The Kurzweil 3000, a text reader that is designed to assist students with learning disabilities such as dyslexia. (Robyler & Doering, 2013, p. 407) Websites such as Jump Start for Reading offer reading games that enhance learning while making it fun.
Students with moderate to severe disabilities may need more assistance and may need help not only in classroom learning, but also in basic skills for daily living. There are a variety of songs available that that help teach students with special needs. These songs can be played or sung by the teacher and students and remind students to perform daily tasks. A great tool to use in a music classroom is a Skoog. This tool was designed to help students with learning disabilities play an instrument. You can watch how it works here:
In a music classroom, there may be physical disabilities that prohibit students from participating in classroom activities. In my experiences I have used wheelchair adaptable instrument mounts to allow students with severe physical disabilities to play instruments with the rest of the class. Because these mounts aid in and increase learning they fall under the category of assistive technology. For more moderate physical disabilities I might use a lowered microphone stand to allow students to sing a solo in class, or a color-coded sound system to allow students to listen to music on an iPod. Magical Music offers great suggestions for music students with physical disabilities.
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
Students with mild disabilities may or may not need assistive technologies, but options should be available to these students to help in weak areas. Reading below grade level can be considered a mild disability and can be enhanced by the use of The Kurzweil 3000, a text reader that is designed to assist students with learning disabilities such as dyslexia. (Robyler & Doering, 2013, p. 407) Websites such as Jump Start for Reading offer reading games that enhance learning while making it fun.
Students with moderate to severe disabilities may need more assistance and may need help not only in classroom learning, but also in basic skills for daily living. There are a variety of songs available that that help teach students with special needs. These songs can be played or sung by the teacher and students and remind students to perform daily tasks. A great tool to use in a music classroom is a Skoog. This tool was designed to help students with learning disabilities play an instrument. You can watch how it works here:
In a music classroom, there may be physical disabilities that prohibit students from participating in classroom activities. In my experiences I have used wheelchair adaptable instrument mounts to allow students with severe physical disabilities to play instruments with the rest of the class. Because these mounts aid in and increase learning they fall under the category of assistive technology. For more moderate physical disabilities I might use a lowered microphone stand to allow students to sing a solo in class, or a color-coded sound system to allow students to listen to music on an iPod. Magical Music offers great suggestions for music students with physical disabilities.
Students with sensory disabilities typically have a heightened sensitivity to musical activities. I remember a particular blind student named Clay who absolutely loved music. Every time Clay came to my class he begged to sing and he would listen more intently in music than in any other part of his school day. For a child like Clay, I recommend listening to music with the use of an iPod and headphones as a part of his learning plan. I also recommend the use of Blind Tunes, a Windows based program that allows a child like Clay to run iTunes.
I am particularly interested in assistive technology for at-risk students due to the fact that I parent a child with AD/HD. An app that I found in this week's Twitter post is called Moody Me. This app is used for children to track their moods and help them to learn what triggers their happy times and difficult times. I plan to introduce this app to my daughter and believe it would be a helpful behavioral tool in the classroom as well. Monitoring seating arrangements, temperature and lighting in the classroom and overall classroom behavior can help the at-risk student perform to the best of their ability. The use of the iPad with apps such as Moody Me and others offer positive ways for students with at-risk behaviors to express themselves.
As is reflective of my classroom diversity, I also parent a child who is gifted and talented. She participated in the Duke TIP program this year and found a variety of helpful resources on their website. Although this site is typically recommended by school counselors and only with required test scores, it is also a helpful site for educators as they seek to understand specific challenges the gifted student faces. In a music classroom, the gifted and talented student should have the opportunity to explore high-end music notation software programs such as Sibelius or Finale. These programs synthesize music skills and offer the advanced student to compose and notate their own music. The use of a keyboard lab such as the one pictured below is also a great way to offer students piano skills as well as advanced theory skills.
The main reason educators must explore the use of assistive technology is to make curriculum accessible to all students. (Robyler & Doering, 2013, p. 406) I have found that in the area of assistive technology, the students sometimes teach the teachers. The students I have taught with disabilities are usually eager to learn and help me discover what works best for them. I look forward to exploring the new apps I found in this week's Twitter post so that I may continue to help all of my students succeed.
I am particularly interested in assistive technology for at-risk students due to the fact that I parent a child with AD/HD. An app that I found in this week's Twitter post is called Moody Me. This app is used for children to track their moods and help them to learn what triggers their happy times and difficult times. I plan to introduce this app to my daughter and believe it would be a helpful behavioral tool in the classroom as well. Monitoring seating arrangements, temperature and lighting in the classroom and overall classroom behavior can help the at-risk student perform to the best of their ability. The use of the iPad with apps such as Moody Me and others offer positive ways for students with at-risk behaviors to express themselves.
As is reflective of my classroom diversity, I also parent a child who is gifted and talented. She participated in the Duke TIP program this year and found a variety of helpful resources on their website. Although this site is typically recommended by school counselors and only with required test scores, it is also a helpful site for educators as they seek to understand specific challenges the gifted student faces. In a music classroom, the gifted and talented student should have the opportunity to explore high-end music notation software programs such as Sibelius or Finale. These programs synthesize music skills and offer the advanced student to compose and notate their own music. The use of a keyboard lab such as the one pictured below is also a great way to offer students piano skills as well as advanced theory skills.
The main reason educators must explore the use of assistive technology is to make curriculum accessible to all students. (Robyler & Doering, 2013, p. 406) I have found that in the area of assistive technology, the students sometimes teach the teachers. The students I have taught with disabilities are usually eager to learn and help me discover what works best for them. I look forward to exploring the new apps I found in this week's Twitter post so that I may continue to help all of my students succeed.
— Lisa Latham (@LathamlLisa) July 14, 2013
References
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
Tuesday, July 9, 2013
Web 2.0
The term Web 2.0 is a new one for me. I have learned that Web 2.0 is a term used in education circles to describe technology that is placed in the hands of the consumer and gives them full rights to the "authorship of online content." (Robyler & Doering, 2013, p. 225) Through the personal creation of three Web 2.0 tools, I have found them to be incredible resources for the classroom.
My Animoto video was very easy to produce and introduces students to basic facts in an interesting way. I definitely recommend upgrading to the Pro version for more complex projects, but the 30 second version is sufficient for students who are just starting out with video production. The Pro version has a small cost associated with it, but it allows for more editing options and for longer videos. As I worked in Animoto, my wheels were spinning. The possibilities for classroom use are endless. Animotos can be used as presentation tools for students to research particular subjects. (Robyler & Doering, 2013, p. 185) Students can take pictures or shoot video of class content and upload them easily to create very professional looking projects. I believe this tool is a wonderful resource for teachers and students.
My Glogster, on the other hand, was fairly tricky to navigate. I probably spent way too much time on it, but I did learn all about this resource and the fun ways it allows students to create. I will make sure students have the proper resources before using Glogster in the classroom. Without a fast wifi connection and a newer computer, I can see how this site could frustrate students. It takes a while to load due to all of the graphics and images. On the other hand, I see this resource as a virtual scrapbook of sorts. I can see how it appeals to the creative student. It allows for self-expression and easily teaches the material on a given subject through the embedding of pictures, videos and texts. It is akin to the science project poster of my generation, but it is digital and a lot more interesting to create. I began following @GlogsterEDU on Twitter so I can see what's new with this resource in the coming months.
Twitter is a Web 2.0 resource that I have been using for quite some time, and yet did not realize how well it can be used as an education tool. This week, I found an article describing the use of Twitter as a personal learning network, which has been an eye-opening experience for me. I have used Twitter as a social media outlet for quite some time, but have not thought of it as a resource for educators. I created a separate Twitter account just for educational purposes and have found the home feed to be filled with useful information. Follow me @lathamllisa and we can learn together! I will explore the use of Twitter further in a subsequent post.
The last 2.0 resource I explored was VoiceThread. I really enjoyed using this tool, and wish I had spent more time exploring the options. Now that I know how to use it, I believe it will be very effective in teaching students detailed lessons. I see how it can be used with my piano students currently and I am already brainstorming ideas about how to use it in other areas as an "online lesson enhancement." (Robyler & Doering, 2013, p. 238) I didn't explore the use of the pointer, but watched it in a tutorial. I definitely will use that option the next time I create a VoiceThread. As a voice teacher, I can also easily use this tool to sing or play examples for my students to work on at home.
The only negative from this project is that I feel I can create more practical, useable lessons with the Web 2.0 tools than I did this week. There is definitely a learning curve. To me, it takes creating a project before knowing exactly how to best use these tools in the classroom. If I were to do this assignment over, I would pick a different topic and would use the tools differently. But overall, it has been a great introduction to what is out there for me to explore in my teaching. Today's students are downloading images, writing html code, authoring web-based lessons and tutorials, and much more. (Robyler & Doering, 2013) My take-away is that a whole new world has opened up for teachers in the way of technology in the classroom and I need to stay on my game and keep up with the times!
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
My Animoto video was very easy to produce and introduces students to basic facts in an interesting way. I definitely recommend upgrading to the Pro version for more complex projects, but the 30 second version is sufficient for students who are just starting out with video production. The Pro version has a small cost associated with it, but it allows for more editing options and for longer videos. As I worked in Animoto, my wheels were spinning. The possibilities for classroom use are endless. Animotos can be used as presentation tools for students to research particular subjects. (Robyler & Doering, 2013, p. 185) Students can take pictures or shoot video of class content and upload them easily to create very professional looking projects. I believe this tool is a wonderful resource for teachers and students.
My Glogster, on the other hand, was fairly tricky to navigate. I probably spent way too much time on it, but I did learn all about this resource and the fun ways it allows students to create. I will make sure students have the proper resources before using Glogster in the classroom. Without a fast wifi connection and a newer computer, I can see how this site could frustrate students. It takes a while to load due to all of the graphics and images. On the other hand, I see this resource as a virtual scrapbook of sorts. I can see how it appeals to the creative student. It allows for self-expression and easily teaches the material on a given subject through the embedding of pictures, videos and texts. It is akin to the science project poster of my generation, but it is digital and a lot more interesting to create. I began following @GlogsterEDU on Twitter so I can see what's new with this resource in the coming months.
Glogster EDU Faculty: A Powerful and Effective Teaching and Administration Platform http://t.co/AJGOtmgswl via @glogsteredu #ED5059413UWA
— Lisa Latham (@LathamlLisa) July 9, 2013
Twitter is a Web 2.0 resource that I have been using for quite some time, and yet did not realize how well it can be used as an education tool. This week, I found an article describing the use of Twitter as a personal learning network, which has been an eye-opening experience for me. I have used Twitter as a social media outlet for quite some time, but have not thought of it as a resource for educators. I created a separate Twitter account just for educational purposes and have found the home feed to be filled with useful information. Follow me @lathamllisa and we can learn together! I will explore the use of Twitter further in a subsequent post.
The last 2.0 resource I explored was VoiceThread. I really enjoyed using this tool, and wish I had spent more time exploring the options. Now that I know how to use it, I believe it will be very effective in teaching students detailed lessons. I see how it can be used with my piano students currently and I am already brainstorming ideas about how to use it in other areas as an "online lesson enhancement." (Robyler & Doering, 2013, p. 238) I didn't explore the use of the pointer, but watched it in a tutorial. I definitely will use that option the next time I create a VoiceThread. As a voice teacher, I can also easily use this tool to sing or play examples for my students to work on at home.
The only negative from this project is that I feel I can create more practical, useable lessons with the Web 2.0 tools than I did this week. There is definitely a learning curve. To me, it takes creating a project before knowing exactly how to best use these tools in the classroom. If I were to do this assignment over, I would pick a different topic and would use the tools differently. But overall, it has been a great introduction to what is out there for me to explore in my teaching. Today's students are downloading images, writing html code, authoring web-based lessons and tutorials, and much more. (Robyler & Doering, 2013) My take-away is that a whole new world has opened up for teachers in the way of technology in the classroom and I need to stay on my game and keep up with the times!
References
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
Sunday, June 30, 2013
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.
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
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.
Tuesday, June 25, 2013
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.
Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into education. (Sixth ed.) Upper Saddle River, NJ: Pearson.
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.
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.
Monday, June 17, 2013
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.
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?
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
"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.
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
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
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
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