Technology Tools in the Classroom

Alison TaylorEDC253 M3A1

Word Processing• What is it? A way to create documents with text and images.• Strengths: Can be used for a variety of purposes by both teachers and

students. Ability to use effectively is important in a variety of careers.• Availability: Wide availability – software is on most computers or easily

accessed.• In the Classroom: Teachers are able to save documents for editing year

after year. Students can learn productivity and typing skills, how to work through the writing process, and how to polish a document’s image (Roblyer & Doering, 2013, p. 119-121).

• Does it meet students’ needs? Yes: can teach time-saving tips and necessary skills for the future.

• Word processing software can be used by exceptional students who have problems with their fine motor skills. Typing may be easier for them in some situations.

Spreadsheets• What is it? Spreadsheet software, such as Excel, can be used as a way to

store data or organize information for teachers. For students, this software is excellent for mathematics instruction (Roblyer & Doering, 2013, p. 122-125).

• Strengths: Calculates numerical equations efficiently, so students can focus on more complex mathematical concepts.

• Availability: Wide availability – software is on most computers or easily accessed.

• In the Classroom: Can help teach complex mathematical concepts by calculating simple arithmetic. Alternatively, teachers can show students how to effectively use this technology to create budgets, etc.

• Does it meet students’ needs? Ability to use Excel is essential in many jobs. Teaching spreadsheet software would meet students’ needs for the future.

Interactive Whiteboards• What is it? Known as SMART Boards, interactive boards are connected to the

computer and projected for the class to see. Then, teachers or students can make marks or click with special SMART Board “pens.”

• Strengths: Increases student interaction and engagement as compared to classrooms without the technology.

• Availability: This technology is expensive, and can range from $700 to $4000 for just the board itself (Weber, 2010). However, schools across the country are increasingly choosing to invest in this technology.

• In the Classroom: Interactive whiteboards give teachers the opportunity to actively show new information while teaching concepts in ways that are impossible without this technology. Also, students can use this technology and tangibly show mastery of material.

• Does it meet students’ needs? Yes. Students can visualize concepts in real time, which many visual learners could benefit from.

• This technology can significantly help exceptional students who need more visuals to learn new concepts. They can also have hands-on practice using these boards until they master new material.

Using the Cloud

Online Surveys• What is it? Students or teachers can create online surveys as a

way of “collecting data” with ease, and allow participants to respond online instead of through mail or on paper

(Roblyer & Doering, 2013, p. 155).

• Strengths: Students can learn how to generate data in new ways. Teachers can gather responses (anonymously or not) in an efficient manner.

• Availability: Free services through SurveyMonkey or Zoomerang.

• In the Classroom: Surveys can be used to illustrate concepts such as polling, probability, and design, and can also be used for feedback purposes (Roblyer & Doering, 2013, p. 155).

• Does it meet students’ needs? YesStudents can learn how easy it is to collect data from many people using

technology, and can also learn how to use that data effectively.

Online Drill-and-Practice Games• What is it? Online games that students can play which give “immediate

feedback” (Roblyer & Doering, 2013, p. 81).

• Strengths: Students can practice concepts they have learned in a fun way, and can also receive feedback that tells them if they understand the concepts.

• Availability: Wide availability online for free – examples of sites for young children are PBSkids.org or starfall.com

• In the Classroom: These games can supplement worksheets, help students review for tests, and/or can act as an assignment for an individual or small group (Roblyer & Doering, 2013, p. 86).

• Does it meet students’ needs? Yes, but for supplemental practice only. These games should not replace instruction in any way.• These games would be great practice for exceptional students who have short attention spans, such as students with ADD/ADHD.

Virtual Field Trips• What is it? Allows students to learn about new places (museums, historical sites,

etc.) which they would “not routinely be able to travel” (Roblyer & Doering, 2013, p. 239).

• Strengths: Students can learn about new locations and experience unique opportunities without the worry of expenses or travel.

• Availability: Increasingly available through websites such as tramline.com.• In the Classroom: Virtual field trips can be used periodically to end a unit with a

real-life example. For example, a unit about Roman history could end with a virtual field trip to the Roman Forum.

• Does it meet students’ needs? Although these are not necessary for a thorough education, virtual field trips give opportunities to learn about places they may never get the opportunity to visit.

• Virtual field trips are perfect for students with physical disabilities who are unable to travel easily or go on traditional field trips with their peers. This technology gives them a new opportunity to learn about the world.

Class Forums or Discussion Boards• What is it? Gives students in traditional classrooms another opportunity

to interact by providing an online forum to foster discussions.• Strengths: Allows every student a chance to participate (especially those

who do not typically participate in traditional discussions in the classroom).

• Availability: Teachers would have to pay for websites to be set up for this. One site teachers can use is collaborizeclassroom.com.

• In the Classroom: Teachers could assign a discussion post/relevant responses as homework. This would make it easy to track participation and give everyone a chance to voice their opinions.

• Does it meet students’ needs? Not necessary for effective instruction, but could enhance discussions and teach students how online learning works, as it is becoming more prevalent in college settings.

• Online forums would give exceptional students with speech impairments or autism spectrum disorders a chance to participate when they would typically be shy or hesitant to participate in class.

Tablets • What is it? Having a few tablets (such as iPads) in the classroom

allows for use of educational Apps.

• Strengths: Different Apps on tablets fulfill different purposes. Examples include math games, spelling practice games, literary guides, and more.

• Availability: Tablets are expensive, but are increasingly used in schools (Chandler & Tsukayama, 2014).

• In the Classroom: Most schools do not have a tablet per student, so tablets could be used as a small group activity or as a reward activity for students who finish work early.• Does it meet students’ needs? Not necessary for effective

instruction, but could enhance instruction by providing new ways of practicing learned skills.

Podcasts• What is it? Podcasts are digital audio files downloaded onto digital devices. These can be created by teachers or students, or classes can use professional podcasts to enhance education.• Strengths: Integrating different technology into student projects or study tools

allows students to become familiar with many ways of using technology for their benefit.

• Availability: Professional podcasts are easily available and many are free. Podcasts can be created easily and then shared on a teacher’s personal website or downloaded onto school iPods for student use, for example.

• In the Classroom: Students can listen to teacher-made podcasts at home as a study tool, or a professional podcast could be listened to as a class for a short time every day to learn about a number of subjects. A project based on student-created podcasts would be an excellent year-end project.

• Does it meet students’ needs? Not necessary for effective instruction, but could enhance literacy and listening skills if used regularly.

• For exceptional students who have a hard time focusing in class, podcasts could be a way for them to review material if a teacher posts review podcasts online.

• These ten examples are certainly not an exhaustive list of all technology that can be used in the classroom.

• As technology in the classroom becomes more integrated into all subjects and grade levels, the list of technological tools will grow.

Reference ListBafile, Cara (2010). Engage students with iPods. Education World. Retrieved from

http://www.educationworld.com/a_tech/tech/tech254.shtml.Bafile, Cara (2012). School races to promote reading through podcasts. Education World. Retrieved from

http://www.educationworld.com/a_tech/tech/tech252.shtml.Chandler, Michael Alison and Tsukayama, Hayley (2014). Tablets proliferate in nation’s classrooms, taking a

swipe at the status quo. The Washington Post. Retrieved from http://www.washingtonpost.com/local/education/tablets-proliferate-in-nations-classrooms-and-take-a-swipe-at-the-status-quo/2014/05/17/faa27ba4-dbbd-11e3-8009-71de85b9c527_story.html.

Education World (2014). Get outta class with virtual field trips. Retrieved from http://www.educationworld.com/a_tech/tech/tech071.shtml.

Fordham University School of Law (2013). Fordham law national study finds public school use of cloud computing services causes data privacy problems. Retrieved from http://law.fordham.edu/32158.htm.

TeacherStream LLC (2010). Mastering online discussion board facilitation. PDF. Retrieved from www.edutopia.org/stw0online-learning-downloads.

Roblyer, M.D., Doering, A., (2013). Integrating Educational Technology Into Teaching. USA: Pearson Education.Smithsonian Educaiton (n.d.). Podcasting in the classroom. Retrieved from

http://www.smithsonianeducation.org/educators/lesson_plans/podcast/intheclassroom.html. Tech4EnglishLearners (n.d.). The digital learning classroom: ELL students & interactive whiteboards. University

of California: Berkeley. Retrieved from http://tech4englishlearners.weebly.com/index.html.Weber, Sam (2010). Do SMART boards make for smart students? PBS. Retrieved from

http://www.pbs.org/wnet/need-to-know/video/do-smart-boards-make-for-smart-students/5743/.