Educational Technology Research & My Growing Pet Peeve

The growth, availability, and use of technology in our society is expanding at an exponential rate.  That growth is now impacting how we are educating today's students. Disappearing are the days of teacher lead instruction. Today schools are starting to implement approaches such as active learning, project based learning, or blended learning. There is now research looking at how technology is affecting our students and how they learn beyond the use of cool apps, tools, search engines, and websites.

In my EDU 776 - Integrating Technology into Programing course we were recently encouraged to take a look at some of the available research out there and blog about anything interesting, insightful, or impacting we might have found.  I spent some time looking at the NMC/CoSN Horizon Report > 2017 K–12 Edition.  Now before I continue, let me remind you that I am a special education teacher.  I am passionate and feel privileged to be able to help educate children with special needs. I also love technology and the great opportunities it affords to both the general and special education student populations.  After looking through the various components of the research and completing my previous blog on active learning I have started to develop a pet peeve, maybe even a slight grudge...........

In the research, I was drawn to a section called "Significant Challenges Impeding Technology Adoption in K–12 Education". One of the areas covered was the challenge of addressing the Achievement Gap.  They defined those that fall under the achievement gap "as an observed disparity in academic performance among student groups, especially as defined by socioeconomic status, race, ethnicity, or gender".  Nowhere listed in the disparity among student groups is the special needs population.  In fact, a report from the National Center on Educational Outcomes at the University of Minnesota stated that the scores for kids with disabilities ranged from 32 to 41 percentage points below those for other students on state assessments during the 2012-2013 school year.  Now that's an achievement gap!  Why weren't students with special needs included in the Horizon Report student group list?

As I have been learning how technology is impacting student learning and changing how we approach teaching, I am beginning to feel that special education is being left out.  I would love to see how other special educators are  implementing active learning with their students.  It would be great to see research on how technology is impacting learning for students with disabilities. I personally see how technology has helped eliminate barriers, provide options and possibilities for my students that they did not have before.  In the excitement of all the advances in technology and education I'm afraid that those that are often forgotten are once again being forgotten.    

Like I said, I have a pet peeve.  Until next time..........

Active Learning & My First Padlet

Welcome to my first Padlet about the  "Greetings From Room 211" blog.  The blog was designed to help Max, a CPS student who was away shooting a film in Toronto Canada, to stay in touch with his classmates back in Chicago.  Max shared many of his experiences while making the movie (I checked....the movie is called A Family Man with Gerard Butler).  The blog also allowed for teachers and classmates to make comments and ask Max questions about his experience.  You can see a screen shot of the Padlet below along with a corresponding link.

Padlet - Bonnie Mattson

https://padlet.com/bonnie_mattson/qinc9s87xy7n

I believe the blog has several active learning characteristics as stated on my Padlet.  The blog was engaging, student centered, gave the students exposure to something they would otherwise not have been able to experience, and allowed for student interaction.   I would not consider the blog a complete active learning package.  The main purpose of active learning is to encourage and enable students to take charge of their own learning.  Students are actively involved in the learning process by researching, investigating, creating, and collaborating.  The blog was more intended to foster interaction and student connection not to engage in collaboration and exploration.  The link below gives a great overview of active learning.

https://globaldigitalcitizen.org/8-crucial-elements-active-learning-classroom

As you can probably tell, I am a big fan of the concept of active learning.  I believe that it makes learning and education more relevant.  The difficulty that I run into with implementing this in my classroom is the special needs of my students and their being at a concrete level of learning.  I am starting to explore how I can slowly utilize different  digital tools like Padlet to allow my students to demonstrate what they are learning.  One tool that I have used successfully is Blendspace.  It's a website where teachers can gather digital content all in one place and allow the students to pick, choose, and explore the subject matter I would like them to focus on.  I can vary the levels of digital media for my students to explore which allows for differentiation and student choice. 

I feel like I will need more time to munch and crunch the whole concept of active learning.  I would like to investigate and explore how to implement this in the special education realm of teaching. Maybe we could call it adaptive active learning.

Until next time......

  

                                     

My Digital Map

 Welcome to My Digital World

I have never really thought much about how I spend my time digitally.  As you can see  I'm all about Google.  Most of my time on Google is spent on searches whether for work or personally.  In fact, whenever one of my kids asks me a question that I do not know the answer too I have consistently been known to say, "Well did you Google it?" which is then met with the typical rolling of the eyes.  Whenever I wonder about anything in particular you will catch me searching Google for the answer.  With EDU 776 I have been slowly delving into the broader world of Google.  I used Google Draw for the first time to design my digital map.

Another realization that I have come to is that I am more of a "visitor" than a "resident" both personally and professionally.  I spend a little time here-n-there on Facebook but I don't post much.  Candy Crush is my online indulgence.  The YouVerson bible app is somewhere I will interact with others a little more but that is not saying much.  Professionally, when I am online, it's mostly on my work email or website.  I also frequent Super Teacher and Teachers Pay Teachers a fair amount when planning for instruction.

Well, that's my digital life in a snapshot.  I am sure that will change considerably as I continue to take classes in education technology.

Until next time.......

Self Evaluation: Using the SAMR Framework

This week I am going to self examine how I use technology to help enhance my teaching in my classroom by utilizing the SAMR model.  But first let me give you a little background about who, what, where, and how I teach.  

I teach for the  Communication Development (CD) Program which is one of nine educational programs at ECHO Joint Agreement.  The CD program serves children with language processing disorders, specific learning disabilities, and mild autism. There are 9 students in my self-contained 3rd & 4th grade class.   I'm fortunate to have a fulltime para pro and a half time speech path to help serve my students.  Due to the nature of my student's disabilities I am often teaching concepts at the Remember & Understand levels of good old Bloom's Taxonomy.

Now a little bit about the technology that I have at my disposal.  I have on old QOMO interactive white board (which is now not wanting to turn on.......boooo), 3 student computers, one IPad 2, and a set of classroom clickers.    Not the one to one world that I would like, but better than other districts have available.

Onto the SAMR Model:  
The image below gives a simple overview of the framework.

Google Image

The SAMR  Model stand for -  Substitution Augmentation Modification Redefinition.  It is a method of looking at how technology that is available and used in the classroom might impact teaching and learning.  The model  also shows the progression that users of educational technology often follow as they travel through the teaching and learning process with technology.

Where do I believe I fit within this model?  I believe that I am at the Substitution and Augmentation levels.  I have several limitations that are currently holding me hostage; namely the technology that I have available, the academic levels of my students, and time.  I use the QOMO board and IPad to significantly enhance my teaching.  In addition to my students primary disabilities, many of them also have significant attending issues.  The interactive white board and IPad help to keep my "critters" engaged. Both help to provide visuals to aid with their language processing issues which, in turn, helps to improve comprehension. 

I would love to move onto the Modification level of the framework.  I find that I still need to grow in my knowledge, understanding, and confidence in using the tools available. Ultimately, I want expand my ability to use these wonderful tools to take my teaching and my student's learning to the next level.

Until next time.........