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Evaluating Technology Use in the Classroom

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Evaluating Technology Use in the Classroom

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This article describes the process of integrating technology in the classroom. It is an article I can relate too as we have discussed the material over and over throughout this program.

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Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place?

In the past, I have had administrators tell me "I walked into the teacher's room and all the students were on laptops." As though just the site of students working on laptops meant they were engaged in the learning process.
I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this).

When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school's evaluation process. I wanted to come up with an easy way for administrators to add to that list some questions that they can answer without knowing a lot about technology and by just observing its use within a lesson.

I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption:

1. Dabbling with technology

2. Doing Old things in Old Ways

3. Doing Old things in New Ways

4. Doing New things in New Ways

What if we turned these stages of technology adoption into questions that an evaluator could use during the evaluation process?

1. Is the technology being used "Just because it's there"?

2. Is the technology allowing the teacher/students to do Old things in Old ways?

3. Is the technology allowing the teacher/students to do Old things in New ways?

4. Is the technology creating new and different learning experiences for the students?

This could be a simple list that any evaluator can use to decipher how the technology is being used in a particular lesson.
Is the technology being used "Just because it's there"?
This would be the use of edutainment software, the use of a particular piece of technology because it happens to be in the room. The teacher dabbles with technology, not having a real focus on its use within the lesson but uses it as an add-on or at a very basic level (no real impact on the learning process).
Is the technology allowing the teacher/students to do Old things in Old ways?
Publishing a piece of writing in Word rather than hand writing it would be an example of this.

Also, using an LCD projector instead of a white/black board for a lesson.

Another example would be researching on the Internet rather than in an Encyclopedia.

These are all great things, and great ways to use technology, but they are only replacing the way we have always done things with something that might be faster, easier, and more accurate. In the end however, they are still the same old things we have been doing for years in education.
Is the technology allowing the teacher/students to do Old things in New ways?
Examples would be: watching Martin Luther King Jr.'s speech or listening to a recording of Stalin. Old things in New ways could also be reading and evaluation an original piece of writing or visiting a battle site via Google Earth.

These are not new things...just new ways of doing old things. We used to read Martin Luther King Jr.'s speech to the class, now we can watch him give his speech in Washington D.C.

We used to read the words of Stalin, now we can hear him speak them.

We used to read from a book, now we can read and look at the original document.

Instead of talking about a battle site, we can now visit that site virtually.

These are not new things; they just enhance the old ways of doing things.

Is the technology creating new and different learning experiences for the students?

Does the technology allow students to learn from people they never would have been able to without it?

Does the technology allow students to interact with information in a way that is meaningful and could not have happened otherwise?

Does the technology allow students to create and share their knowledge with an audience they never would have had access to without technology?

Many of our teachers are not at this level yet and many might never get here because this level of technology use requires a new way of looking at learning. One in which many of our schools are not yet prepared to look deeply into.

Prensky puts it this way:

For the digital age, we need new curricula, new organization, new architecture, newteaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business - but these, for the most part, don't apply. Others suggest trying to change school size - but this will not help much if we are still doing the wrong things, only in smaller spaces.

As you evaluate a teacher, you should be looking for answers to the above mentioned questions. I am not advocating that every lesson should use technology or that every lesson should try to answer "New things in New ways". However, it is good to know just how the technology is being used. There is nothing wrong with only using an LCD projector, or Google Earth to visit a battle site. I get excited when I see both of those things happening in a classroom. I just think it is good to put it into perspective just what impact the technology is having on teaching and learning. If a teacher is only ever 'dabbling' or doing 'Old things in Old ways' then a conversation can start about how to move the use of technology to a deeper more meaningful level within the classroom.

It is great to see teachers using technology in their lessons during an evaluation. It is even more informative if you can evaluate at what level that technology is effecting learning. Is it a replacement for the way we do things or is it something completely new and pushes both the students and teacher to new heights, new learning, and new knowledge?

[tags]administrator, evaluation, 21st Century Learning[/tags]

Technorati Tags: marcprensky, evaluation, education, administrators, technology

I started blogging in 2005 and found it such a powerful way to reflect and share my thinking about technology, this generation, and how we prepare students for their future not our past.

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Evaluating Technology Use in the Classroom

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Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place?

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This article focuses on keeping students the center of attention when integrating technology into the classroom.

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Ms. Hart's classroom hums with activity. Scattered about are two dozen students working in small groups on their latest project: making a shoebox glide through the air.

Three students are searching for design principles on the web. Another group interacts with a drawing on the smart board - they touch the white surface, rotate the object to view it from different angles, and give each other fist bumps to celebrate their discovery. Across the room, a couple of students wait for the printer to stop its run. Their reproduced "airplane skins" are almost ready to be applied to their aircraft.

At the end of the project, the groups will video their shoebox flights. Then they'll upload these digital records to the class webpage, along with a written analysis of their findings.

Ms. Hart's students incorporated mathematics and scientific principles to design, construct, and test their creations. As they worked, they researched, evaluated, applied, and justified their decisions. The project would not have been so successful if it weren't for the appropriate integration of technology in the classroom.

According to the International Society for Technology in Education ( ISTE), classes like the one described above allow instructors to "rethink education and create innovative learning environments."

What does technology integration really mean?

Technology integration is the well-coordinated use of digital devices and cloud computing as tools for problem-solving, deeper learning, and understanding.

Technology facilitates access to curriculum but is not the curriculum itself. Teachers guide their students in using technology as a tool for accessing and understanding educational content.

The success behind technology integration in education

There are two keys to successfully integrating technology in the classroom. The first lies in understanding the role of technology in the classroom. Keeping students - not the technology - at the center of instruction is the second.

Authentic and meaningful technology integration is a relationship between the teacher, the student, and the curriculum. Technology is the vehicle that makes it happen.

In Ms. Hart's classroom, students used technology as an appropriate medium for completing their assignment. Their focus remained on the learning objectives and project goals - the tech was just a tool. Learning how to use the available technology also supplemented their learning experience and helped them work more efficiently.

Digital automation and machinery alone will never make school a better place. Technology integration in education doesn't shift the focus from instruction. Instead, it enhances an existing educational program by serving as a learning device.

Photo credit: Google

Benefits of technology integration

First, technology meets students where they are in the learning continuum by assessing their strength and weaknesses. Then, the programs identify appropriate learning objectives and establish learning pathways for each student.

Second, instructional software allows students to access their classwork anytime. Students may extend their learning by working on programs outside of class: before school, during lunch time, or from home if they have access to the apps from their own devices.

Third, learners find technology responsive and engaging. In the classroom, students with access to technology have useful tools that assist with active learning and problem-solving. Integrated technology encourages engagement and exploration in a way that traditional textbooks can never fill. Classroom lessons are less about the technology itself and more about deep learning. Students use technology to achieve the task at hand: understanding content.

Additionally, software and digital voice assistants provide alternative, reliable sources of information or fact-checking. These programs patiently repeat directions and lessons, customizing instruction through differentiation.

Finally, as learners engage with software and other technology, certain algorithms can collect data about student achievement for teachers to analyze. This data allows them to better plan future lessons and attend to their students' needs.

Integrated technology that improves learning

Computers and internet access have become staples of many modern classrooms, and we often take them for granted.

The diverse technology available in today's classrooms has transcended the personal computer, taking alternative forms such as:

Artificial reality/virtual reality

Digital smart boards

Intelligent gamification

Digital voice assistants/teaching robots

Interactive displays

But these tools alone are not enough for technology integration in education. How will the learners use the technology to create something new, like a blog, a video, or yes, even a shoebox that flies?

School administrators are trained to observe how students interact with technology in the classroom. Many principals watch classroom activities closely to ensure that every student in class is using the provided devices and instructional software. They pour over reports indicating how much time a given student has spent using software or devices like Kindles.

Simply logging screen time doesn't tell you whether students are benefiting from technology. Instead, school leaders should assess the various ways in which students interact with the available digital tools. It's critical to note how skillfully the learners use technology and for what reasons.

Expertise comes from understanding how and when to use digital tools. Edtech apps and solutions for classrooms continue to develop new products every year. The adoption of new edtech depends on one factor: teacher proficiency.

Photo credit : Google

Classroom technology integration begins with teachers

Teachers are the determining factor in successful technology integration. For technology integration to be so seamless that its inclusion is almost automatic, teachers must be competent in its use.

This kind of proficiency is the result of ongoing professional development. Teachers need specific technology skills, including:

Hardware maintenance

Acquiring basic troubleshooting skills.

Caring for equipment properly.

Developing an awareness of computer security and copyright laws.

Working with software

Downloading and installing computer software.

Creating and using documents, spreadsheets, and presentation slide decks.

Managing emails and other electronic messages.

Developing an understanding of social media platforms and how/when to use them.

Learning web navigation and search engine best practices.

Designing and maintaining websites.

Incorporating educational software that supplements classroom instruction.

Collecting and analyzing student achievement data.

Using video conferencing tools.

Perhaps most importantly, teachers need a willingness to use new technologies in the classroom as a part of the instructional process.

Technology integration is a dynamic process

Technology integration in education is more than the sum of hours spent on computer programs. It's a dynamic process coordinated by skilled teachers and supported by school leaders.

Not all students intuitively know how to use technology for educational purposes, but they are eager learners who depend on their teachers to make that technology available to them. In turn, school administrators must assist teachers in understanding technology's role in the classroom and learning how to integrate it. The effort requires not only professional development for teachers but also sufficient time for them to practice using technology in class.

Finally, it's important to keep in mind that the intent behind integrating technology is to supplement existing resources and instructional content. Students are, and always will be, the central focus of education, so technology needs to be effectively and appropriately employed for their learning to thrive.

Debi Christensen has taught in private and public schools, served as a PK-5 and 6-12 school principal, and worked as a Curriculum/Executive Director at the district level. She loves edtech that engages students and streamlines teacher workflow, saying yes to adventure, and dark chocolate.

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What does "technology integration" mean? - Classcraft Blog

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Ms. Hart's classroom hums with activity. Scattered about are two dozen students working in small groups on their latest project: making a shoebox glide through the air. Three students are searching for design principles on the web.

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Video - Technology Integration in the Classroom

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Video - Technology Integration in the Classroom

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This video has teachers discussing how they are integrating technology. It discusses both pros and cons.

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Ms. Hart's classroom hums with activity. Scattered about are two dozen students working in small groups on their latest project: making a shoebox glide through the air.

Three students are searching for design principles on the web. Another group interacts with a drawing on the smart board - they touch the white surface, rotate the object to view it from different angles, and give each other fist bumps to celebrate their discovery. Across the room, a couple of students wait for the printer to stop its run. Their reproduced "airplane skins" are almost ready to be applied to their aircraft.

At the end of the project, the groups will video their shoebox flights. Then they'll upload these digital records to the class webpage, along with a written analysis of their findings.

Ms. Hart's students incorporated mathematics and scientific principles to design, construct, and test their creations. As they worked, they researched, evaluated, applied, and justified their decisions. The project would not have been so successful if it weren't for the appropriate integration of technology in the classroom.

According to the International Society for Technology in Education ( ISTE), classes like the one described above allow instructors to "rethink education and create innovative learning environments."

What does technology integration really mean?

Technology integration is the well-coordinated use of digital devices and cloud computing as tools for problem-solving, deeper learning, and understanding.

Technology facilitates access to curriculum but is not the curriculum itself. Teachers guide their students in using technology as a tool for accessing and understanding educational content.

The success behind technology integration in education

There are two keys to successfully integrating technology in the classroom. The first lies in understanding the role of technology in the classroom. Keeping students - not the technology - at the center of instruction is the second.

Authentic and meaningful technology integration is a relationship between the teacher, the student, and the curriculum. Technology is the vehicle that makes it happen.

In Ms. Hart's classroom, students used technology as an appropriate medium for completing their assignment. Their focus remained on the learning objectives and project goals - the tech was just a tool. Learning how to use the available technology also supplemented their learning experience and helped them work more efficiently.

Digital automation and machinery alone will never make school a better place. Technology integration in education doesn't shift the focus from instruction. Instead, it enhances an existing educational program by serving as a learning device.

Photo credit: Google

Benefits of technology integration

First, technology meets students where they are in the learning continuum by assessing their strength and weaknesses. Then, the programs identify appropriate learning objectives and establish learning pathways for each student.

Second, instructional software allows students to access their classwork anytime. Students may extend their learning by working on programs outside of class: before school, during lunch time, or from home if they have access to the apps from their own devices.

Third, learners find technology responsive and engaging. In the classroom, students with access to technology have useful tools that assist with active learning and problem-solving. Integrated technology encourages engagement and exploration in a way that traditional textbooks can never fill. Classroom lessons are less about the technology itself and more about deep learning. Students use technology to achieve the task at hand: understanding content.

Additionally, software and digital voice assistants provide alternative, reliable sources of information or fact-checking. These programs patiently repeat directions and lessons, customizing instruction through differentiation.

Finally, as learners engage with software and other technology, certain algorithms can collect data about student achievement for teachers to analyze. This data allows them to better plan future lessons and attend to their students' needs.

Integrated technology that improves learning

Computers and internet access have become staples of many modern classrooms, and we often take them for granted.

The diverse technology available in today's classrooms has transcended the personal computer, taking alternative forms such as:

Artificial reality/virtual reality

Digital smart boards

Intelligent gamification

Digital voice assistants/teaching robots

Interactive displays

But these tools alone are not enough for technology integration in education. How will the learners use the technology to create something new, like a blog, a video, or yes, even a shoebox that flies?

School administrators are trained to observe how students interact with technology in the classroom. Many principals watch classroom activities closely to ensure that every student in class is using the provided devices and instructional software. They pour over reports indicating how much time a given student has spent using software or devices like Kindles.

Simply logging screen time doesn't tell you whether students are benefiting from technology. Instead, school leaders should assess the various ways in which students interact with the available digital tools. It's critical to note how skillfully the learners use technology and for what reasons.

Expertise comes from understanding how and when to use digital tools. Edtech apps and solutions for classrooms continue to develop new products every year. The adoption of new edtech depends on one factor: teacher proficiency.

Photo credit : Google

Classroom technology integration begins with teachers

Teachers are the determining factor in successful technology integration. For technology integration to be so seamless that its inclusion is almost automatic, teachers must be competent in its use.

This kind of proficiency is the result of ongoing professional development. Teachers need specific technology skills, including:

Hardware maintenance

Acquiring basic troubleshooting skills.

Caring for equipment properly.

Developing an awareness of computer security and copyright laws.

Working with software

Downloading and installing computer software.

Creating and using documents, spreadsheets, and presentation slide decks.

Managing emails and other electronic messages.

Developing an understanding of social media platforms and how/when to use them.

Learning web navigation and search engine best practices.

Designing and maintaining websites.

Incorporating educational software that supplements classroom instruction.

Collecting and analyzing student achievement data.

Using video conferencing tools.

Perhaps most importantly, teachers need a willingness to use new technologies in the classroom as a part of the instructional process.

Technology integration is a dynamic process

Technology integration in education is more than the sum of hours spent on computer programs. It's a dynamic process coordinated by skilled teachers and supported by school leaders.

Not all students intuitively know how to use technology for educational purposes, but they are eager learners who depend on their teachers to make that technology available to them. In turn, school administrators must assist teachers in understanding technology's role in the classroom and learning how to integrate it. The effort requires not only professional development for teachers but also sufficient time for them to practice using technology in class.

Finally, it's important to keep in mind that the intent behind integrating technology is to supplement existing resources and instructional content. Students are, and always will be, the central focus of education, so technology needs to be effectively and appropriately employed for their learning to thrive.

Debi Christensen has taught in private and public schools, served as a PK-5 and 6-12 school principal, and worked as a Curriculum/Executive Director at the district level. She loves edtech that engages students and streamlines teacher workflow, saying yes to adventure, and dark chocolate.

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What does "technology integration" mean? - Classcraft Blog

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Ms. Hart's classroom hums with activity. Scattered about are two dozen students working in small groups on their latest project: making a shoebox glide through the air. Three students are searching for design principles on the web.

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Benefits Of Technology Integration In Education Infographic

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Benefits Of Technology Integration In Education Infographic

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Top 20 Artificial Intelligence (AI) Trends To Watch Out For In 2020 And Beyond

10 Ways To Integrate Technology In Your Class

Top 20 Best Value for Money Learning Management Systems for Small Businesses (SMBs)

Benefits Of Technology Integration In Education Infographic

Teaching strategies based on educational technology can be described as ethical practices that facilitate the students learning and boost their capacity, productivity, and performance. It also inspires positive changes in teaching methods on an international level.

Top Benefits Of Technology Integration In The Education Sphere

1. Makes Teaching Easy

Teaching becomes easy using audio-visual presentations, projectors and computer presentations.

2. Helps You Track Students Progress

Educational tools enable you to keep track of a student's achievements.

3. Increases Student's Engagement

Learning using laptops or iPads increase engagement and interest among students.

4. Makes Collaboration Effective

Online tools and apps offer a unique setting for students to engage in a project.

5. Makes Information Accessible

Students and teachers can access information at any time.

Embed this Infographic on your site or blog!

Copy code The code has been copied to clipboard!

Stay up to date on the latest eLearning news, articles, and free resources sent straight to your inbox!

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Benefits Of Technology Integration In Education Infographic - e-Learning Infographics

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Top 20 Artificial Intelligence (AI) Trends To Watch Out For In 2020 And Beyond 10 Ways To Integrate Technology In Your Class Top 20 Best Value for Money Learning Management Systems for Small Businesses (SMBs) Teaching strategies based on educational technology can be described as ethical practices that facilitate the students learning and boost their capacity, productivity, and performance.

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This article/infographic describes how to integrate the 4 C's into learning.

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I've been fortunate to work for a district that values deeper levels of learning. For years, I have been challenged to think about the depth of 4 C's within the lessons that I taught. It challenged me to be more creative and more thoughtful about the lessons I designed for students. It challenged me to think about how I integrated technology into my classroom. It very much became the guide in every lesson an experience that I designed for students. It never was easy nor do I think it ever will be. But no one can deny that it is good for kids - and that's all that matters.

As my district challenged me to integrate the 4 C's into my lessons, I quickly found that it became a passion area of mine. So, it's no surprise that 4 C's became a big part of my BoostEDU launch in the last year. With the launch of the BoostEDU 4 C's Self-Assessment, I designed a series of questions to help educators evaluate the depth of the 4 C's in their lessons. As teachers answer the questions, it tallies up their responses and gives them their depth of the 4 C's in their lessons, followed by practical ideas and activities for them to use in the future.

(Interested in trying out the self-assessment? Click HERE!)

While the self-assessment is extremely valuable (I'm biased, of course), I thought it would be helpful to create an infographic/rubric of the breakdown of the 4 C's. I have to give MAJOR credit to my school district, Hesperia Unified SD, for the initial rubric which was the launching point for these rubrics. From that rubric, I broke it down into three parts:

What/Who - What types of <insert critical thinking/creativity> are being used? Or Who are students <collaborating/communicating> with?

How - How are students demonstrating "insert 4 C"?

Why - Why are students <insert 4 C>?

By breaking this down, I was not only able to create the BoostEDU self-assessment but I was better able to understand the depth of the 4 C's. I was better able to understand the many factors that make the 4 C's what they are and gained a clearer picture on how to implement these ideas in a lesson. I am in no way an expert but I did spend several months tearing apart the 4 C's and breaking it down into chunks.

Below, you will see a breakdown of the 4 C's. These infographics are located in Google Slides and they are yours to take for free. As I've mentioned before, I'm all about "teachers give teachers", so steal away. All I hope is that this can help educators provide a greater depth of learning in their lessons to students. It's cheesy - but that's worth a lot more than money.

Want access to these freebies? Click on the image and/or links below!
The 4 C's Google Slides Rubrics
PNG's: Critical Thinking, Collaboration, Communication, Creativity

I hope that you find value in these resources. And, if you have any other resources to share for the 4 C's, please drop them in the comment section below!

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I've been fortunate to work for a district that values deeper levels of learning. For years, I have been challenged to think about the depth of 4 C's within the lessons that I taught. It challenged me to be more creative and more thoughtful about the lessons I designed for students.

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12 pros and cons of technology in the classroom

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12 pros and cons of technology in the classroom

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This article not only discusses several pros and cons of technology integration, but provides several examples of useful tools.

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Technology is a hot topic these days in education. Some people are very supportive of integrating technology in classrooms, while others point out the negative effects that it may have on students. Parents and teachers may worry about the extra screen time, the lack of face-to-face interaction, and the distractions that the use of technology implies. Others embrace technology because they see the enthusiasm, motivation, personalized educational experiences, and collaborative opportunities that technology can provide.

Everything is good in moderation, and technology is no exception. Here are the pros and cons of technology use in the classroom.

7 pros of having technology in the classroom

Photo credit : Google

1. A variety of resources

Technology provides lots of useful resources for students, parents, and teachers. For example, if a student needs help with math homework, a website such as Khan Academy provides sample problems and tutorials that can be helpful. YouTube also has many educational channels and videos that help bring learning to life. Google provides several virtual reality field trips for students and teachers through Expeditions. There are various websites such as Quizlet that allow students to review material. Students can even get personalized learning adventures on sites like Classcraft.

With modern classroom technology, there's almost always a resource to help students with their coursework, whether at home or at school.

2. Efficiency

Technology makes learning more efficient. Nowadays, attendance, grades, and behavior referrals are often made online and instantly shared between students and their teachers and parents. Parent-teacher communication is also much easier with email. If a student misses class, assignments are often already posted to a class website or on Google Classroom.

By leveraging technology to automate day-to-day tasks, teachers free up more time to work on creating course materials and giving students personalized instruction.

3. Preparation for life in the "real world"

We are living in a world that's driven by technology in nearly every way imaginable. If students are to succeed beyond school, digital literacy and tech and systems fluency can give them a big boost. Practicing technology skills in school isn't limited to creating digital presentations, drafting emails, and editing videos.

The valuable soft skills students gain. such as complex communication, collaboration, problem solving and adaptability will prepare them for life in college. And since these skills are in high demand by employers, they will pay off well as students start their careers.

4. Up-to-date information

Technology allows teachers and students to have immediate access to up-to-date information. Where revisions to hard-copy materials take place over periods of months or even years, updates to online textbooks happen almost instantly.

Gone are the days of cutting out articles from a newspaper to discuss current issues in class - current events are now reported in many online formats and on many reputable news sites. And students and teachers can even collaborate back and forth in real time through email and apps like Slack.

Photo credit : Google

5. Students have control

Students who want to learn more about a topic can research it online using Google or other search engines. A simple online search provides many reliable resources. If a student needs homework help, free tutorials and explanations are usually just a few clicks away. Students who are advanced in a topic can choose to find enrichment activities and work at a quicker pace. Students can choose to collaborate with each other through apps like Google Docs by sharing a document, or they can work independently. This opens up plenty of opportunities for individualized learning to thrive in the classroom.

Photo credit : Google

6. Cost effective

Using technology can save districts and teachers money thanks to all of the free, quality resources that you can find online. Digital resources can also help a district cut back on printing and paper costs. Procedures like mailing report cards to students' homes can be a thing of the past, as parents can easily check grades online (saving paper, time, and postage). Online textbooks can help eliminate some rebinding fees and storage issues.

Photo credit : Google

7. Motivating and engaging

Technology is fun! Students are more motivated to learn if they are enjoying the process. They are connected to devices and enjoy using technology throughout their day-to-day lives. This level of engagement carries over when technology is offered as an option in the classroom.

Sites like Classcraft make learning fun by creating personalized learning quests where students can journey through an adventure while gathering information and practicing material. Classcraft also has Boss Battles that keep students on their toes while reviewing material.

5 cons of having technology in the classroom

1. Excessive screen time

It can often seem that students are constantly in front of a device - cell phones, tablets, computers, and gaming devices are prevalent in their lives. Adding technology to the classroom increases the overall amount of exposure to electronic devices. There are concerns that too much screen time can damage eyesight and, while disproved by science, a common misconception persists that it is associated with depression. This impact can be minimized if parents and teachers limit the number of hours students spend in front of screens.

2. Distractions

Technology can be a minefield of distractions. Ads, pop-ups, games, news, fun websites, social media, text messages, and more are constantly competing for our attention. This means teachers face the challenge of keeping students on task. How can we ensure students are doing what they've been assigned? By setting clear expectations and consequences, teachers can help encourage students to focus on their work. Parents and districts can also set up internet blocks to help keep students from visiting other sites when they are supposed to be working.

3. Cheating

Cheating has always existed, yet technology has made it even easier in some ways. Students can copy and paste each other's work into their own assignments. They can even search the Internet for other people's' works and submit them as their own.

However, tools like Turnitin can help combat plagiarism. Teachers can require students to submit their papers and Turnitin will determine how much of the paper is similar to current or past submissions. It will also mark any anomalies it discovers for the instructor's review.

Photo credit : Google

4. Less human interaction

When students use tech devices, they have less human interaction. Teachers and parents worry that lack of face-to-face socializing will leave students unable to communicate effectively when they need to have a real-life conversation.

In reality, tech is just a tool designed to make our lives easier. Tech devices are the most advanced educational tools we have today following in the steps of other transforming classroom technology like chalkboards and pencils.

As with any tool, how you use it matters. Tech devices support complex communication. They give students a way to work together on projects, access to a vast library of information and knowledge, and connect them to the wider world, which expands their horizons.

If teachers and parents are still concerned about the time spent on a device, they can moderate screen time and provide activities that encourage more traditional interactions.

5. Unequal access to technology

Not all students have access to technology. Depending on their socioeconomic status and living environment, some students may not have access to reliable Wi-Fi or be able to afford dependable devices. These disparities can affect online learning activities, online assignments, and access to online help. There are some schools that provide technology for students, which is certainly helpful. Some educational grants can also help offset the costs of technology.

Technology can have a positive impact on learning

Photo credit : Google

Technology is a powerful tool that positively impacts learning. By showing students how to use it effectively, teachers can negate the handful of negative associations to create a safe and effective learning environment. As a result, students will be more engaged and motivated when working on fun and interactive educational tasks. They will also develop the skills they need to be successful in the future.

Photo credit : Google

Casey Brown is a high school French teacher with 19 years of classroom experience. She has a bachelor's degree in French Education and a master's degree in Education (Curriculum and Teacher Leadership). In her spare time, she enjoys traveling the world, writing, reading, and spending time with family.

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12 pros and cons of technology in the classroom - Classcraft Blog

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Technology is a hot topic these days in education. Some people are very supportive of integrating technology in classrooms, while others point out the negative effects that it may have on students. Parents and teachers may worry about the extra screen time, the lack of face-to-face interaction, and the distractions that the use of technology implies.

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21 Technology in the Classroom Pros and Cons

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21 Technology in the Classroom Pros and Cons

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This is another article discussing pros and cons of technology in the classroom

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Technology in the classroom isn't a new concept. Today's 40-somethings had access to a computer lab in many schools growing up. Kids in the 1980s were learning how to swat flies with a mouse during their computer classes in kindergarten.

What has changed is the prevalence of technology in the classroom. In the 1980s, a school was lucky to have enough computers to support technology learning for one classroom at a time. Today, many schools have students using their own computers and tablets as part of the learning experience.

There is a lot of learning potential available when technology is in the classroom. There is also a higher risk of dependency on technology to recall information when necessary.

These are the essential technology in the classroom pros and cons to consider for parents, teachers, students, and administrators.

List of the Pros of Technology in the Classroom

1. It creates opportunities for active learning.
Teachers are able to receive instant feedback about their students when using technology to teach. It makes the learning process more active for students because they are engaging with technology in physical ways. Instead of lectures with a textbook, technology gives teachers an option to create immediate quizzes, online polling, or tools that help further the learning process.

2. It gives credibility to the lessons being taught.
Children today are well-versed in how to use technology from an early age. Even parents who are stringent with screen time requirements have children who know how to use computers, tablets, and smartphones by preschool age. That means these children take teachers who use technology seriously because they're engaging at a level which is familiar to them.

3. It ensures full participation.
In the traditional classroom setting, you'll have students who want to answer every question. You will also have students who refuse to answer any questions. Thanks to technology in the classroom, teachers can easily engage with students who may not be willing to participate publicly with lessons or assignments, creating more 1-on-1 teaching opportunities.

4. It unleashes the power of analytics.
Using technology means students are creating information that teachers and administrators can use to benefit the learning process. Teachers could use analytics to determine if there are specific areas of concern for certain students. Those who excel could have their lessons individually tailored to be challenging. With this information, instead of relying on group lessons, every student receives a learning plan that can meet their unique educational needs more effectively.

5. It eliminates the need to carry multiple textbooks.
For the K-4 grades, having technology in the classroom reduces the amount of physical space required for numerous textbooks. In the upper grades, students benefit because they can carry their textbooks in an e-format within their computer instead of lugging around a backpack of heavy books. Both groups benefit by having increased information access while benefiting from increased space.

6. It automates time-consuming tasks in the classroom.
Apps and tools can be used by teachers to help grade writing assignments. The process of answering frequent, common questions can be automated to reduce time commitments. Students benefit by having auto-correct functions on word processing software, access to internet resources, and online textbook availability with search options that help with subject studies.

7. It provides access to updated information instantly.
When you're using technology in the classroom, you can have confidence that you're using the updated version or edition of the information being taught. Before this was an option, schools had to consistently updated textbooks, at a high expense, to ensure the most relevant information was being offered to their students. Now schools can worry about providing updated technology with subscription access thanks to many of today's educational SaaS options.

8. It gives students a real-world skill to use later in life.
We are living in a digital world. As technologies continue to evolve, we will find more of our lives dependent upon our knowledge of how to use them. Students who have technology in the classroom have a natural advantage here because they're learning a real-world skill as they also learn reading, mathematics, and other core subjects.

9. It is a chance to learn about online safety and etiquette.
Before the age of 8, children typically trust everything that an advertisement tells them. Up until the teen years, there can still be a desire to trust first and question later. When dealing with an issue like online safety, it is important for children to learn how to safeguard their personal information. Having technology in the classroom allows teachers to offer practical advice and skill development opportunities which can do just that.

10. It can help students with alertness.
When exposed to artificial light, it can act as a way to focus on the information being presented. It may boost feelings of alertness while reducing feelings of fatigue. That can encourage the learning process to proceed naturally for students, even if their recovery period at home was not as beneficial as it could be.

11. It can provide more resources for lesson planning.
There are plenty of places on the internet where teachers are helping other teachers with lesson planning needs. Some are even providing professional help, creating a unique side hustle that wasn't always available before. With templates, calendars, and other tools readily available, it can be much easier to plan lessons, create a curriculum, or even plan out the entire year thanks to the technology resources which are available in the classroom.

List of the Cons of Technology in the Classroom

1. It creates socioeconomic separations in the classroom.
When technology is in the classroom, students have a prerequisite to know how to use the equipment for learning. For households that are struggling financially, there may not be these technology options in the home. That places these students at a disadvantage because they'd be required to learn how to use the technology before they could begin learning subject materials.

2. It limits homework opportunities for disadvantaged students.
Unless the school is able to send the technology home with students, homework assignments which are dependent upon technology become difficult for disadvantaged students to complete. As of 2016, there were still 15% of homes that did not own some form of a computer. Forcing students to travel to a library or some other location for computer access creates more of a time and cost commitment when these may already be issues for them at home.

3. It can become a distraction.
As children grow older, technology becomes more of a distraction because of the information access it provides. At the university level, students who use technology in the classroom typically earn lower grades. There are numerous ways a computer pulls a student's attention away from the learning lesson, from social media to online gaming. When one student is distracted, the effect tends to permeate to the other students in the classroom as well.

4. It changes how students socially interact with one another.
There is a real-world skill being developed when students learn how to interact with each other on a personal level. Whether two students decide to become friends is less important than the skills that develop when exploring the possibility of a friendship. Online interactions don't eliminate this process. They just change it. How someone interacts with a person online is very different from how they may interact offline.

5. It can limit physical presentation skills.
Technology in the classroom can also go too far, relegating students to online presentations and their ability to design something using specific tools. There is still a need to verbally communicate with others in a public setting. Group collaboration is still a skill that must be present for students who are looking to transition into the labor force. Oral presentations encourage students to practice their public speaking skills. For that reason, technology should be used as a tool, rather than serving as a substitute for the teacher.

6. It could encourage cheating in the classroom.
Let's face it. Some students have always worked harder at trying to find ways to cheat than they have studying for the lesson. With technology, it's very easy to copy-and-paste the work of someone else to submit as their own. There are even freelancers who are willing to write essays for students online for a small fee. It is possible to structure lessons in a way that makes it difficult to cheat, such as making classroom questions a little different for each student. There must be vigilance here, however, to reduce the risks of this particular disadvantage.

7. It requires students to understand the quality of research materials.
Technology makes it easy for information to spread quickly. A recent quote from a senior cleric in Iran stated that 2,500 Iranians received U.S. citizenship while negotiating a nuclear deal with the country. The story was run in the U.S. by quoting the state-run news agency which quoted the single cleric. Once it was published in the United States, President Trump tweeted about the article, which led to it being evaluated as fact instead of what it was: a single quote from a biased individual. We must teach students the difference between a high-quality resource and a low-quality resource when researching information.

8. It can make lesson planning more difficult.
If teachers are choosing technology in the classroom, then they may need to work with software vendors individually. They may be asked by their school district to apply for grants on their own time. There may be student training needs to meet when introducing the technology for the first time. Teachers will also become the IT help desk of the classroom whenever there is a question from the student. These can negate the time advantages that the other benefits are able to provide.

9. It may over-stimulate students.
Access to the blue wavelength light emitted by computers may over-stimulate some students, which may lead to behaviors in the classroom. Modern computers offer a setting that can negate this light, using warm tones on the screen to lessen this effect. Glasses are available to counter this light issue as well. This does create an extra step in the learning process that some students (and parents) may not wish to follow if it involves an extra cost.

10. It reinforces concepts of inequality.
In the past, socioeconomic divisions in classrooms were based on the quality of clothes or the cleanliness of the student. Today, inequality is measured by the type of technology a student is able to use for learning. Schools are not immune to this either. Some districts don't have the cash available to fund technology in the classroom yet. That means there will always be some students who fall through the cracks, which may create a lifelong issue of always trying to play catch-up with their education.

These technology in the classroom pros and cons show that moderation is the key to its success. There are times when having access to technology is highly beneficial to everyone. Many schools also find that there are times when technology access can be a hindrance. By evaluating these key points, everyone can work to find the proper balance required for a well-rounded learning experience.

Blog Post Author Credentials
Louise Gaille is the author of this post. She received her B.A. in Economics from the University of Washington. In addition to being a seasoned writer, Louise has almost a decade of experience in Banking and Finance. If you have any suggestions on how to make this post better, then go here to contact our team.

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21 Technology in the Classroom Pros and Cons

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Technology in the classroom isn't a new concept. Today's 40-somethings had access to a computer lab in many schools growing up. Kids in the 1980s were learning how to swat flies with a mouse during their computer classes in kindergarten. What has changed is the prevalence of technology in the classroom.

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This article discusses different types of flexible learning environment ideas and the benefits of them.

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Technology Solutions That Drive Education

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Education has shifted dramatically in recent decades - from an emphasis on fact memorization through "drill and kill" and "sage on the stage" teaching styles to a focus on higher-order thinking and future-ready skills such as critical thinking and problem solving. Along the way, schools have raced to incorporate technology, first through stand-alone computer labs, and then through one-to-one device initiatives and massive networking upgrades. But in many cases, the K-12 classroom itself has remained stubbornly static, with students sitting in rows of desks and a teacher delivering instruction at a whiteboard or projector screen at the front of the room.

The concept of the modern learning environment is beginning to change with school districts attempting to align their physical spaces with contemporary pedagogical philosophy. In a modern learning environment, flexible classroom spaces organically integrate technology, helping teachers to better engage students and facilitate the mix of independent, small-group and whole-class learning that is now viewed as essential to student success.

Typically, a modern learning environment incorporates three key elements: connected devices (such as notebooks, tablets or even smartphones); audiovisual tools (including projectors and touch-screen displays); and purposeful furniture that allows students to learn in different ways at different times (such as standing desks, collaborative workstations and connected seating).
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Today's Classrooms Embrace Tech in All Aspects of Learning

While the concept of outfitting classrooms with connected devices is certainly not new, the reality is that student devices are often not put to their highest use, precisely because they are sometimes seen as an afterthought - or an "add-on" - rather than as tools that are essential to teaching and learning. Most school buildings predate the tablets and laptops that students are using by several decades, and although school leaders have done their best to incorporate technology into instruction, they have been aiming at a moving target. For a time, many schools relied on laptop carts, but this solution was cumbersome, with teachers unsure of when they would have access to the technology, and whether the computers would be powered up when they needed them.

Some districts have found success with bring-your-own-device policies, but others have found it nearly impossible to manage a computing environment where every student has a different device. Even in districts that have invested in one-to-one programs, leaders have sometimes been disappointed by lackluster adoption, found it difficult to continue funding the programs over time or failed to make the networking upgrades necessary to ensure a high level of performance.

By contrast, modern learning environments are designed with the assumption that students will have constant access to connectivity - and are supported by the back-end technology and teacher training necessary to ensure that student devices play a central role in the classroom.

Similarly, audiovisual solutions in a modern learning environment directly support student learning and engagement.

Depending on grade level and instructional goals, these solutions may include interactive whiteboards, document cameras, multitouch digital displays, projectors and even microphone lanyards for soft-spoken teachers in larger classrooms. The key is not to implement any single audiovisual tool with a one size-fits-all approach, but rather to outfit classrooms with the solutions that will best help teachers reach their students.
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Flexible Furniture Provides High-Impact Benefits

Finally, while classroom furniture may seem like a decidedly low-tech solution, it can be a high-impact tool that literally puts students in the right learning posture. A modern learning environment requires a flexible and agile physical setup that will accommodate both independent and group work, and one where students can learn in ways that make them feel comfortable and help them focus.

Perhaps the simplest example of this is the standing desk, which gives students a break from sitting all day, heightens alertness and even helps burn calories. Other types of convertible furniture quickly transform from individual workstations into group gathering spaces. In the business world, adults move around throughout their workdays, going from ergonomic chairs in their offices to conference tables to quiet corners, depending on the task at hand. It's important that kids be allowed to do the same. Many furniture options now come equipped with USB or three-prong charging ports, helping students to keep their devices powered up throughout the day.
For more information on the benefits of modernizing the classroom, take a look at the CDW whitepaper, "A Modern Learning Environment."

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Education has shifted dramatically in recent decades - from an emphasis on fact memorization through "drill and kill" and "sage on the stage" teaching styles to a focus on higher-order thinking and future-ready skills such as critical thinking and problem solving.

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This article discusses a flexible learning block. This is a new concept to me that seems like it would tremendous benefits.

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By: Lauren Mehrbach and Chris Beingessner. This piece was originally published by Singapore American Schools

Last year, the SAS middle school worked with Fielding Nair International, an educational architecture firm, to renovate our sixth grade A-side team space to create a more flexible learning environment. This summer we are embarking on two more renovations, to 6B and 6C, to provide all of our students and faculty in sixth-grade access to a learning environment that is more flexible. As Jacobs and Alcocknote, "The most fundamental structures in our schools are often inhibitors to progress: our schedules, our physical spaces, the grouping patterns of learners, and the configuration of the personnel." [1] As we work to provide a more personalized learning experience for our students, we find that physical space is limiting our ability to do so. As most adults in our community were served well by a traditional classroom environment, parents may have some questions about why we'd make this change.

How does a flexible learning environment relate to personalized learning?

"Flexible learning environments imply that the school adapts the use of resources such as staff, space, and time to best support personalization."[2] So, what does personalization mean at SAS? It's a combination of different structures, instructional strategies, and curricular approaches that allow a child to have access to what they need when they need it, to know what their next steps are in their learning, and to pursue areas of strength and interest. We use the terms flexible learning environments, customized pathways, and competency-based progressions to frame our understanding of the elements necessary to create a personalized experience for children.

What is a flexible learning environment?

When people think of a flexible learning environment, they often think only of the physical space. While it is true that the space is flexible in nature, there is much more to a flexible learning environment than just the physical floor plan or furniture choices. Modern flexible learning environments also address other elements of the learning environment such as how students are grouped during learning and how time might be used more flexibly during the day.

Flexible Physical Space

After the renovations, the sixth grade learning communities will have a flexibility that didn't exist in the prior layout. Teachers and students can still configure the space to work in an environment similar to a traditional classroom if that is what is best for teaching and learning. However, we also know that not all learning involves 22 students in a single room at chairs and tables.

The new learning communities feature additional flexibility, creating spaces for groups of different sizes. There are small breakout rooms throughout the space so groups of students can work collaboratively. Some examples of what might happen in the smaller breakout spaces include activities like book partnerships and literature circles, math explorations, independent work, or collaborative work on a group presentation. A teacher might also pull a group of students into a smaller breakout space to re-teach a concept or provide a lesson that extends the current concept for students who have already grasped it. There is also the ability to open the space to bring all students on a grade level team together for large group activities. Some examples of when the space would be opened up include visitors making whole group presentations to the students, or sharing learning celebrations with the community. Sixth-grade math teacher Kris Munden sums it up this way: "In a traditional classroom with four walls, you're restricted by those four walls. But here we don't just have four walls, we have a bunch of walls that can open and close, so we can make the space fit what we need, rather than the space dictating what we can do."

Flexible Time

There is much more to a flexible learning environment than the physical space. The flexibility extends to the use of time. All of our middle school core teams currently have the ability to flex their schedules and often do so. What do we mean by this? Each grade level has a block of time dedicated to our core program: English/Language Arts (ELA), math, science, social studies, and PE. Teams can reorganize that scheduled block in numerous ways to allow for different uses of the time. For example, they might revise the schedule, shortening classes, to create a block of time for a guest speaker or a home base activity. In sixth grade, they often use a schedule that shortens core blocks to create a flexible block of time after lunch. Students, with guidance from their teachers, identify what learning they want support in, and sign up for specific workshops to reinforce those skills during this block. Sometimes this might be remediation of a concept taught earlier in the day. Other times it will be an extension activity for students who have already grasped the concept from earlier in the day. At times, these blocks of time are also used to make explicit connections between the disciplines. Students may use this time to work on unit culminating projects that bring learning from multiple subjects together. These flexible blocks help students personalize their learning path, make connections across disciplines, and give them voice and choice in their learning.

Flexible Student Grouping

Traditionally, students are grouped together for a specific class at a specific time at the beginning of the year, and that grouping doesn't change. A student's classmates for ELA class, for example, remains static all year. However, this presumes that all students are the same, and need the exact same learning opportunities, at the exact same time. We know that all students are unique, and so this model has its limitations. Our teachers work closely together to plan for instruction based on student need. If a group of students needs extra time on a certain math concept, they are given that extra time during a flexible block, regardless of which math class they are scheduled into. Teachers examine students' formative work on a regular basis to identify what learning they need next. Students are then grouped and regrouped in response to that data. The research affirms this, as well: "Using data to frequently adapt student grouping strategies to student needs is a key aspect of personalization; it is yet another way that instructors can be responsive to student needs and allow students to take various paths through content."[3] Regardless of whether your child will be in a renovated space or not, teams of teachers across the middle school are finding ways to focus on flexible student grouping.

Does a flexible learning environment improve learning?

When teachers are working more collaboratively, they see connections across the skills and content from their specific courses. Our survey data shows that students working in the 6A space felt that their teachers knew what was going on in other classes, and the students were more likely to make connections between subjects than those not in a flexible learning environment. Interdisciplinary planning and conversations allow teachers to develop common language for skills that transcend subject areas. For example, writing a claim, supporting it with evidence, and using reasoning occurs in almost all subject areas, though not always in the exact same format. In a flexible learning environment, teachers more easily calibrate their language, and students make overt connections between subject area content and skills. While this may not show up explicitly in a standardized test result, students build their ability to see the world as inter-connected, which we know it is. In fact, the creation of disconnected subjects for schools goes back to 1892, when the National Education Association in New York "set public school institutions onto a pathway of discipline divisions."[4] Since we don't experience the world in discrete subjects, it makes sense that we set up opportunities so students won't either.

Additionally, using flexible grouping and time allows students to be pushed further in their areas of strength and to get additional time and support in areas of challenge. A study by the Rand Corporation indicates "that compared to their peers, students in schools using personalized learning practices are making greater progress over the course of two school years, and that students who started out behind are now catching up to perform at or above national averages".[5]

How does a flexible learning environment increase teacher effectiveness?

We all have partnerships in our lives that increase our effectiveness-maybe it is a co-worker who helps us see things at work we might not otherwise see, or a spouse, who shares responsibility for parenting. Working closely with someone on a common goal (increasing performance at work, or raising children to be good humans) enhances our lives. We make better decisions and perform better when we have a partner, or team to support us. The same happens with teachers. When they are working more collaboratively together, the benefits are substantial. Teachers learn from each other and get more regular feedback on their instructional practices. The level of transparency in a more flexible environment encourages teachers to work at the highest level possible. Some say that the flexible environment ensures they bring their "A game" daily. The teachers feel a sense of collective responsibility for all students' learning.

Want to see it in action? You can get a glimpse of what our first middle school flexible learning environment is like here.

For more, see:

Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update . This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures, please see our . Partner page

[1] Jacobs, H. H., & Alcock, M. (2017). Bold moves for schools: How we create remarkable learning environments. Alexandria, VA, USA: ASCD.

[2] Wall, G. (2016). The Impact of Physical Design on Student Outcomes (New Zealand, Department of Education). Retrieved from https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexible-learning-spaces/FLS-The-impact-of-physical-design-on-student-outcomes.pdf

[3] Pane, J., Steiner, E., Baird, M., & Hamilton, L. (2015). Continued Progress: Promising Evidence on Personalized Learning. doi:10.7249/rr1365

[4] Jacobs, H. H., & Alcock, M. (2017). Bold moves for schools: How we create remarkable learning environments. Alexandria, VA, USA: ASCD.

[5] Pane, J., Steiner, E., Baird, M., & Hamilton, L. (2015). Continued Progress: Promising Evidence on Personalized Learning. doi:10.7249/rr1365

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By: Lauren Mehrbach and Chris Beingessner. This piece was originally published by Singapore American Schools Last year, the SAS middle school worked with Fielding Nair International, an educational architecture firm, to renovate our sixth grade A-side team space to create a more flexible learning environment.

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This video discusses teacher concerns over flexible learning and how those concerns were addressed and found to be irrational.

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Three Ways to Think About Classroom Technology Integration

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Three Ways to Think About Classroom Technology Integration

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This article breaks down the three frameworks discussed during week 4 (TPAK, TIM and SAMR)

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Today's students have access to plenty of technology-but is it making a difference in teaching and learning?

Most studies suggest that in order for technology to impact student achievement, it needs to be leveraged in ways that transform how students engage with academic material and how teachers shape their classrooms and lessons. But it's not always easy to define what that actually looks like in practice.

In order for a school or district to be able to measure the impact of technology on teaching and learning, teachers and administrators must have a common language to talk about what successful technology integration looks like. Rubrics can help school technology leaders define their goals for technology use in the classroom and evaluate the success of technology initiatives in meeting those goals. The three models of classroom technology integration below, while very different from one another, each can provide a starting point for thinking about how technology is used in the classroom today and what teachers and technology leaders may want to aspire to in the future.

Substitution, Augmentation, Modification, Redefinition (SAMR)

One of the best-known models for thinking about technology integration in the classroom is the SAMR model. Developed by Dr. Ruben Puentedura, SAMR (Substitution, Augmentation, Modification, Redefinition) looks at technology integration from a hierarchical perspective, ranging from simple substitution at the bottom to more transformative uses of technology at the top:

In the Substitution phase, we are simple using digital substitutes to perform the same tasks, with no functional change. For example, you may have students complete an assignment on a PDF and turn it in online.

In Augmentation, students use a digital substitute that includes some functional improvements. In this case, students may use a word processing program with spell check and grammar check to complete an assignment.

Modification involves significant redesign of the task to take advantage of the power of technology. For example, instead of simply completing an individual assignment, students may collaborate to create a shared project using Google Docs, or use media tools to develop podcasts or movies instead of a standard report.

In Redefinition, students use technology to complete new tasks that would not have been possible without the technology. They may use Skype to connect with experts or with other students; use web tools to collect real-time information and data; or develop a wiki project with input from other students across the country or around the world.

SAMR divides these approaches into "above the line" and "below the line" applications, with the assumption that teachers should aspire to moving "above the line" in their use of classroom technology. It's important to note, however, that SAMR doesn't dictate that ALL use of technology must be in the redefinition or modification categories; the task at hand will shape the way technology is used. Sometimes, simply saving time for teachers may be a good enough reason to use technology vs. pencil and paper, even if that technology usage isn't "transformative." Still, SAMR provides a compelling model for thinking about when, how and whether technology should be integrated into classroom tasks and lesson plans.

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Three Ways to Think About Classroom Technology Integration

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Today's students have access to plenty of technology-but is it making a difference in teaching and learning? Three models of classroom technology integration (SAMR, TPACK and TIM) give teachers and administrators some concrete guidance in assessing the use of technology in the classroom.

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I saved this pin because this is how I would like to integrate technology into my classroom.

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I found a curation on ScoopIt which has links to several sites discussing these frameworks.

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I found this infographic over the SAMR model. It provides descriptor words and various tools and app that can be used at each level.

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This is a Google Site from a K12 school in Iowa. It provides explanations of both models, videos and other resources for additional information on each.

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As we start integrating the laptops into our classrooms, we need to be aware of their impact on student learning. We can evaluate how we are integrating technology using the SAMR model. This model looks at 4 steps of technology integration and how this can impact learning.

The first stage is Substitution, which is the easiest stage for any teacher new to using the computers in the classroom. I often refer to this stage as "digitizing worksheets", because all you are doing is replacing the old way with the same thing, but using a computer. This is not a bad place to start but if we have no tools in the classroom, we should be able to use these new tools to improve instruction and learning.

Augmentation comes after Substitution. In the Augmentation stage the technology is adding some improvements over the old way. There is still not a lot of change in how things are done but there is some functional change.

Modification happens when significant task redesigns occur. We are giving our students new options and they are able to do things in a much more effective way using the computers. There is a big difference between this stage and the Substitution stage, which should correlate into better learning if the focus is always on the desired outcomes.

Redefinition occurs when the technology has allowed for the creation of new tools and methods that were not possible before. We are creating a brand new learning environment for our students, hopefully one that is focused on the 4 big questions; what do we want all students to know, how will we know when they have learned it, how will we respond when learning hasn't occurred and how will we respond when learning has occurred.

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TPACK and SAMR - AHS Technology Integration

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As we start integrating the laptops into our classrooms, we need to be aware of their impact on student learning. We can evaluate how we are integrating technology using the SAMR model. This model looks at 4 steps of technology integration and how this can impact learning.

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How Technology Can Increase Rigor In The Classroom

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How Technology Can Increase Rigor In The Classroom

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This article discusses how using technology in the classroom increases rigor.

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by Barbara R. Blackburn

Instructional rigor is a concept we can agree is important, despite the debate about the use of the word itself. Rigor is "creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels (Blackburn, 2008)." But how does technology relate to rigor? As with any instructional tool, educational technology is critical to increasing rigor in the classroom. There are five ways technology can be used to increase rigor.
Technology can promote higher-order thinking.
Technology that increases rigor promotes higher order thinking, not rote level tasks. There are times it is appropriate to do lower level tasks, but they should build to higher levels of thinking. In other words, look for technology that is more than a basic worksheet on the screen. One tool that can be effective is using real-world simulations, which require students to analyze, reflect, synthesize information, and create solutions. (You can find some sample math examples here.)
Expectations can be raised.
In a rigorous classroom, expectations are high for everyone, even though the product may look different for a student with special needs and one who is an honors student. For example, the teacher in one classroom I visited wanted to increase expectations by moving students beyond simply summarizing a text. First, some students compared two texts they read rather than one; others compared and contrasted three texts for an overall analysis of a theme or author study. In both examples, students then created analysis vlogs (or video logs) from the perspective of a book reviewer for a TV network rather than writing simple summaries. The technology perspective enhanced the expectation level of the assignment.

Consider if the teacher did not use analysis vlogs. Instead, he or she simply asked students to write a paragraph or paper comparing and contrasting the texts. Certainly comparing and contrasting is higher level than summarizing, but the technology transforms the activity. With the vlogs, students are required to put themselves in the position of a book reviewer for a TV network. This means they have to analyze the text materials, synthesize the information, and then present it in a manner pertinent to a TV audience, which typically has a short attention span. Therefore, the students must identify the most important points and back them up with evidence, rather than telling everything they know. These expectations are far more rigorous.
'Application' is more natural.
Third, application is the focus. Using an app like Glogster, students can apply their knowledge by creating a multimedia, interactive poster. This can be used for a variety of application-oriented projects, from creating their own math word problems with images to creating a new character in a story or book. I also like having students create an informational poster that contains three errors, and other students must discover the mistakes and correct them.
Technology-based often requires multiple steps.
According to Webb's Depth of Knowledge, increasing rigor also requires multiple steps to accomplish the assignment rather than one single step. Instead than simply writing an essay about a famous scientist, students can create a fake Facebook page. Through their research, they must generate information to complete the profile, add friends, "like" pages, and complete status updates. This process is far more complex that a simple writing assignment, and requires multiple steps for completion.

The technology provides the structure for the multiple steps. For students to complete the Facebook page, they must first identify what information they will need, so they will have a focus for their research. Next, they must find the information. Third, they must translate the information into the Facebook format, requiring them to analyze and apply.
It can be easier to provide support for rigorous work.
Finally, technology tools that provide support for students to process their learning in different ways also support rigor. In my social studies class, my students learned better by drawing a mind map or other graphic organizer, rather than listing information. Apps like ShowMe for the IPad allow students to not only draw their information, but to record any accompanying information. This is especially helpful for primary students and for those with special needs. Mindmapping is also a great tool for students to use to demonstrate their understanding of concepts and to plan for additional assignments. (You can find some free apps for mindmapping here.)
Conclusion
Technology is a powerful tool that can help teachers increase rigor in their classrooms. As you integrate technology in your teaching, consider how its use reflects the principles we've discussed. I'm sure you'll find that incorporating these five principles will help you not only best meet your students' needs, but raise the rigor of their learning to new levels.
Barbara R. Blackburn is the author of 15 books, including Rigor in Your Classroom: A Toolkit for Teachers. She is also a national speaker and consultant, regularly presenting workshops for teachers and leaders on rigor, motivating struggling learners, and instructional strategies that improve student achievement. She can be reached through her website at www.barbarablackburnonline.com; How Technology Can Increase Rigor In The Classroom

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How Technology Can Increase Rigor In The Classroom

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by Barbara R. Blackburn Instructional rigor is a concept we can agree is important, despite the debate about the use of the word itself. Rigor is "creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels (Blackburn, 2008)."

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This TED Talk explains how technology can be used to effectively improve teaching, learning and productivity in the classroom.

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Redefining Learning & Teaching using Technology. | Jason Brown | TEDxNorwichED

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How to Increase Student Engagement With Technology

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How to Increase Student Engagement With Technology

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This article gives examples on different ways technology can be used in the classroom to increase engagement.

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Piecemeal, pen-and-paper, day-by-day curriculums didn't allow for flexibility or scalability

Difficulty designing curriculums and lessons for new grades as the school expanded, particularly for new teachers and substitutes

Lack of alignment and sporadic collaboration, based on individual preference, ability, and time

Solution Results

An accessible and flexible online platform to help with planning

Ability to bring over successful lessons from previous years-no more starting from scratch for new teachers or substitutes

Ability to check for vertical and horizontal alignment, providing curriculum consistency between grades, subjects, years, and teachers

At the beginning of every school year, Rebecca McGinnis would climb Mt. Everest without a guide. She would sit at her desk in front of her school calendar, with just paper and pencil, to try to map lessons for the coming months.
She was a new teacher, too. So, on top of wrapping her head around the school year ahead, she was simultaneously striving to survive knowing the whole process would repeat the following year.

"It just seems very overwhelming...I definitely had feelings of, is this even something I can accomplish? Am I on pace? Am I on track? Is this an appropriate amount of time?" recalls the Social Sciences teacher at New Hope Christian Academy.

McGinnis was one of the teachers working at New Hope before the school first discovered the online lesson planner and gradebook used by 600,000+ teachers worldwide, and eventually the complete Unified Classroom ® Curriculum and Instruction solution.

McGinnis was still relatively new to teaching when tasked with designing curriculums and lessons for high school classes that no teacher had previously taught at New Hope. That wasn't easy, she says.

"I was given the pacing guide that was in the text, and beyond that, it was just my own structure. I did look up a couple of other sample pacing guides from other schools or other curriculums, but it was very much a rough, pieced-together thing," she says.

And those pieced-together curriculums were pen-and-paper creations-meaning that, although they served her well at the beginning of the year, things could go off track quickly when she had to adjust for snow days, changes in schedule, or anything else that came up in the classroom.

While veteran teachers or those who had good pedagogy may have been penning their curriculum maps, like McGinnis, many were planning day-by-day only. And, being a relatively small school, not every teacher had a counterpart to reach out to for help. "They might be the only ninth-grade social studies teacher or the only fourth-grade math teacher, so they may not have somebody to bounce ideas off of," says Kim Shepherd, New Hope's Elementary Principal.

New Hope needed a solution that would:

Start new teachers off with confidence

Provide a way to plan for new grade levels and subjects

Offer a more straightforward method to organize the entire school year

Encourage consistency in planning across the faculty

Allow teachers the ability to adjust curriculum in response to unexpected changes

Provide a solid starting point for planning each year and each class

Even with co-teachers, collaboration was sporadic, based on individual preference, ability, and time. "There wasn't a lot of consistency across the board. We were just kind of surviving at that point, picking and choosing what we could do."

Those day-by-day plans became cumbersome for administration, Shepherd adds. She would receive planning packets every week, but not everyone was on the same page. She did what she could, but "felt sometimes like [she] was just dumping some books in their lap and saying 'good luck'-there wasn't a great map or a plan to give them."

To further complicate matters, this happened when New Hope was going through a higher-than-usual period of turnover. The school was hungry for a more reliable approach to curriculum mapping and lesson planning that would also start new faculty on the right foot.

Step by Step, Win by Win

The following year, New Hope adopted Unified Classroom ® Curriculum and Instruction across the board-from preschool to 12th grade.

"I think what stood out most was the simplicity of it," Shepherd remembers. She saw immense value in the way teachers could input their curriculum and lesson details and produce an organized plan-color-coded and scheduled. She also appreciated the accessibility and flexibility of an online platform (also available on iPhone, iPad, and Android devices) to help with planning anytime, anywhere.

But most importantly, she saw the potential to solve many of her school's challenges. For example, "the curriculum mapping feature was huge because we knew that was an area that we were lacking in," she says.

McGinnis was among the first to jump on board. "Unified Classroom ® Curriculum and Instruction made it very easy to set up the whole structure of the year, the curriculum, the standards. And then you could very easily visualize what that would mean," she says. "I could put in how many lessons I typically do and literally see where the blanks are, see where the holes are in the standards."

"The unit view makes it really easy to move things around. I can put on the test and quickly bump it down if I feel like an activity might actually take us two days," she says.

Rather than thinking about every single class for the whole day, she was able to hyper-focus on just one class or one unit at a time, which made her planning process much smoother.

She no longer felt like she was flying by the seat of her pants. Instead, she was aware of the gaps in her curriculum and her class's progression throughout the year. "It's a very good feeling to be able to sit here and say, I covered what I was supposed to cover this year because [we hit] the standards checkpoint and I'm on pace with what I had set out," she says. "I know where I'm supposed to be, and I know where I am."

And Shepherd appreciates the consistency that's growing between grades, subjects, years, and teachers, particularly among some of her elementary classrooms where teachers educate across up to seven or eight subjects a day.

No more starting from scratch-teachers can bring over successful lessons from previous years. They're free to make changes based on their style or the students in the classroom.

That saves teachers time and energy, especially as curriculum maps and lesson plans improve over time, and it also helps new teachers by giving them a strong starting point. And it aids substitute teachers, too, who now have easy access to a well-thought-out resource that keeps students learning continuously.

With Curriculum Map Comparisons, teachers and administrators can check for vertical and horizontal alignment, too, Shepherd adds. "To be able to look at second grade and third grade and fourth grade together and look at where we are introducing multiplication and how it's being taught at each of those grade levels, is a really cool feature that I'm hoping to use more."

As Shepherd puts it, "the things that we knew were issues-substitute plans, vertical alignment, ensuring daily lesson plans are significant and sufficient-Unified Classroom ® Curriculum and Instruction addressed."

Looking Forward with New Hope

For Shepherd, consistency has been one of the most valuable outcomes over the past seven years with Unified Classroom ® Curriculum and Instruction.

"Bringing Unified Classroom ® Curriculum and Instruction...brought in a level of confidence. I knew the work I was doing. I was not starting over next year," she says. And you'll find that same boost in confidence and consistency-along with the benefits that come from it-across the students and faculty.

"The students benefit from teachers being more confident and more secure in their plans. By nature of having solid lesson plans, it made the classroom experience better for the [students]."

"Rather than everybody doing their own thing, and it being hit-and-miss in the effectiveness of grade levels and coverage of standards, I can much more confidently say now: yes, we are teaching all of the fifth-grade science standards," she says. She knows what's covered because she can see it on the curriculum map.

But for McGinnis, the most significant payoff is her confidence when she enters a new school year. "I knew the work I was doing, I was not starting over," she says.

"It makes it more efficient and boosts my confidence-and then the attention can be put on other things that don't make that initial beginning of a school year or a new class as overwhelming."

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Learn how one Ohio school moved from paper-and-pencil-based curriculum management to a flexible, accessible solution built to accelerate learning gains and save teachers time.

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Technology in the Classroom: Games that Kids Create

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Technology in the Classroom: Games that Kids Create

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This article talks about gamification in the classroom and provides several examples.

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It's discouraging to all stakeholders that annually, about 1.2 million students fail to graduate from high school. Fingers point all directions, but nothing changes the stark truth: Something causes kids to hate learning so much that they'd rather face their future without the knowledge or skills to do so successfully.

Solutions to this problem abound, but one of the most popular with K-16 educators -- because it works -- is to gamify learning. Wikipedia defines "Gamification" as: "An educational approach to motivate students to learn by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning."

Games remind kids of days when they chose their own seats, worked at their own pace, and responded to their own interests. Through childhood games, they learned social skills, problem-solving, sequencing, and a whole bunch more while they thought they were doing a puzzle, building blocks, or playing dodgeball.

Fast forward to formal schooling. As early as kindergarten, kids are stuck into classrooms where play is replaced with rote drills, repetition, and growing boredom. It's taken the experts decades, but finally, the value of applying gameplaying characteristics to learning is being recognized as a formidable approach. I've written much about the use of games and simulations but today, I want to focus on the student as maker, where they use technology in the classroom to create the game, troubleshoot problems, and refine the end result -- exactly the traits valued by coding and programming.

Here are some of my favorite game creation technology in the classroom tools for students:
High School and up Free
Adventure Games Studio (AGS) is a Windows software program appropriate for mid-level game creators. Using their own story and artwork, students upload and then create their own 2D point-and-click adventure game similar to Lucas Arts and Sierra Games from the early 2000s. The program includes a collection of backgrounds, characters, and pieces that can be used in the new game. Happily, there are many YouTube tutorials on using AGS like this one from Chris Jones.

Note: AGS was created over 20 years ago, though it is constantly updated. It would be wise to preview it before sharing with students.
Grade 2 and up Free
ClassTools is well known for its easy-to-use templates themed to popular activities (such as Facebook). Many are intuitive to use, require little direction from teachers, and can be completed in under five minutes, making them the go-to resource for projects and lesson plans. No sign-up, login, or password is required. Games include arcade-style games, Pac-Man, Breaking News generator, crosswords, and more. Once created, games can be shared using the ClassTools link.

Note: Once published, the games are public so make sure students keep all information generic and vanilla.
High School+ Free/fee
GameMaker Studio 2 is one of the top tools available for students with a serious interest in game development. It uses a familiar drag-and-drop interface, but also has scripting available for pros. Because of its robustness, the learning curve can be steep, though committed students will have no problem. It runs on Windows and Mac as well as Ubuntu, Linux, Android, iOS, UWP, HTML5, XBox One, and PlayStation 4.

GameMaker Studio 2 is best suited to teaching for a full unit or semester rather than a quick in-and-out as might be used for Hour of Code.
High School+ Free/fee
GameSalad is a leading game creation tool for the K-12 ecosystem. Its drag and drop interface requires no knowledge of programming, and is familiar from many other coding webtools and programs. One of its goals is to make learning computer science and programming easy. That being said, it is best suited for students who have experience with basic game creators such as Scratch or Hopscotch. Most students will be able to create their first game within a few weeks.

GameSalad is one of several on this list that focus on classroom use. It offers a web-based state standards-aligned curriculum with everything educators need to teach computer science fundamentals. Units are modular. Each unit covers one or more topics, and each features a specific game genre or mechanic, giving maximum flexibility to design a program that meets the needs of students.
4th-9th grade Free/fee
Gamestar Mechanic teaches game design through the use of web-based game-based quests and courses. Before students begin the process of creating a game, they practice gaming skills and take design courses from professionals.

Gamestar offers an Educational Package affordably priced with everything needed to teach game design to students, including a teacher dashboard for tracking individual and class progress.
Ages 8-16 Free
With MIT's web-based Scratch program, students create games and animations that are easily shared with others. It uses the familiar drag-and-drop interface with lots of free backgrounds, characters, and more to build exactly the game students want. For reluctant creators, they can select one of the over 39 million projects included in the gallery and remix it to the level of their ability. Scratch is available on Windows and Macs. Teachers will be interested in the education-focused Scratch website from Harvard called ScratchEd.

Note: For students younger than 2nd grade, Scratch Jr. is an excellent alternative.
Age 6 and up Fee
Stencyl is downloadable software that uses an intuitive drag-and-drop block-snapping interface to choose game elements. While coding is not required, Stencyl does offer an advanced edition for Power coders who wish to write their own code. Once a game is completed, it can be published to iOS, Windows, Mac, Linux, and Flash games without a code.

Stencyl provides an Education Kit -- including a curriculum -- for a full coding class.
Age 7 and up Fee (subscription) to create games
Using award-winning TinyTap, students can play, create, and share interactive games and lessons on iPads, iPhones, and Android. No coding is required. Creators can upload their personal photos and designs or use TinyTap templates and graphics. The app can either be downloaded to an iPad or Android tablet or used on a computer desktop. For those interested, there are excellent how-to videos available on YouTube.

***

Students will work more rigorously and learner higher-order thinking skills faster doing something they love. Creating their own game that can then be shared with others is exactly that.
-- published first on TeachHUB
More on Games and Simulations
Zapzapmath-Gamify any Math Curriculum 5 Resources to Gamify Student Writing Gamification lesson plan
has been teaching K-18 technology for 30 years. She is the editor/author of over 100 ed-tech resources, including a K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in ed-tech, Master Teacher, webmaster for four blogs, an reviewer, CAEP reviewer, CSTA presentation reviewer, freelance journalist on ed-tech topics, contributor to and , and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at

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Technology in the Classroom: Games that Kids Create

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It's discouraging to all stakeholders that annually, about 1.2 million students fail to graduate from high school. Fingers point all directions, but nothing changes the stark truth: Something causes kids to hate learning so much that they'd rather face their future without the knowledge or skills to do so successfully.

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Gamification In eLearning Facts Infographic

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Gamification In eLearning Facts Infographic

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This infographic provides data on gamification in education.

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3 Years Of Data: An Infographic On Corporate Gamification

4 Must-See Examples Of Gamification Of Compliance Training Infographic

Gaming The Classroom - The Art And Science Of GBL: Game Based Learning

Gamification In eLearning Facts Infographic

80% of the learners say that their productivity would increase if the learning approach used in their university/ organization is more game-like

82% of the learners are in favor of multiple difficulty levels and explorable content

71% of employees are not engaged for disengaged in their work

89% of the learners show greater engagement of the LMS application has a point system

62% of the learners feel they would be motivated to learn if leaderboards were involved and they had the opportunity to compete with other colleagues

90% of the learners recall information if the applying content within a stimulation

Embed this Infographic on your site or blog!

Copy code The code has been copied to clipboard!

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Gamification In eLearning Facts Infographic - e-Learning Infographics

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3 Years Of Data: An Infographic On Corporate Gamification 4 Must-See Examples Of Gamification Of Compliance Training Infographic Gaming The Classroom - The Art And Science Of GBL: Game Based Learning 80% of the learners say that their productivity would increase if the learning approach used in their university/ organization

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Ten Tips for Personalized Learning via Technology

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Ten Tips for Personalized Learning via Technology

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This article provides tips and examples of how to personalize learning for students using technology.

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At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it. (Sound familiar to you educators out there?)

To challenge and support each child at his or her own level, the Forest Lake teachers and staff are deploying a powerful array of widely available digital-technology tools. Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers. Plus, teachers have access to gadgets including digital cameras, Flip cameras, remote-response clickers, and PDAs.

More important than the gadgets themselves, of course, is how the teachers use them to create personalized lessons and a productive environment where each child is engaged. Here are Forest Lake teachers' top tips on how to do it.

1. Deliver Instruction through Multiple Forms of Media

You now have at your fingertips far more than just the old standbys of words and still pictures. Teachers at Forest Lake use computers and whiteboards to access oodles of instructional videos, audio clips, animations, and interactive games, some through software and some available online. Children also cement their knowledge by doing hands-on activities with these media. When learning about shapes, for instance, the youngest students sometimes scour the school with digital cameras, taking photos of shapes wherever they find them. (Download Forest Lake's ideas for using interactive whiteboards.)

2. Gather and Use Immediate Feedback on Students' Understanding

Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong. Computer software programs, too, can give kids practice questions, quickly diagnose trouble spots, and allow teachers to customize subsequent lessons for each child's needs.

3. Give Students Options

All students shouldn't be required to show their learning the same way. And digital media open up a host of possibilities beyond the traditional essay, poster, report, or quiz. For instance, fourth-grade teacher Kevin Durden gives kids additional choices, such as creating a PowerPoint slide show or a comic strip (using Comic Life software) or filming a skit (using Flip video cameras). "This way," says Durden, "you don't see the students' disabilities. You see their abilities." (Download sample rubrics from Forest Lake.)

4. Automate Basic-skills Practice

Free up some hours for more creative, fun technology projects (and for yourself!) by using software to do much of the basic-skills practice and assessment that would otherwise take up a lot of time. Educational computer programs (Study Island and EducationCity are Forest Lake favorites) can identify specific weaknesses in a child's skills, such as understanding analogies or adding fractions. Teachers can review these outcomes daily, then assign lessons to each student according to her needs -- for the next time she logs on.

5. Practice Independent Work Skills

Differentiating instruction often means setting up kids to work alone or in groups. And that, we don't need to tell you, can lead to chaos. The solution for second-grade teacher Tamika Lowe is "practice, practice, practice." Early in the year, she makes her expectations clear, and she and her students repeatedly drill their procedures -- how to use the technology, what to do if you have a question, how to behave if Ms. Lowe isn't standing right there. (Download a sample lesson plan for grade 2 language arts.)

6. Create a Weekly "Must Do" and "May Do" List

Give a classroom of students an array of different, personalized tasks to do, and they'll inevitably finish them at different times. That's a tricky part of differentiation. Forest Lake teachers tackle this by assigning a weekly list of "must dos" and "may dos," so kids who finish first can always find something to do next.

7. Pretest Students' Knowledge Before Each Unit

Before starting each unit of study, grade-level teams at Forest Lake brainstorm a way to assess prior knowledge so they can tailor the lessons effectively to each child. It can be as simple as a question that the class answers with a thumbs-up or thumbs-down or as rigorous as a one-on-one conversation.

8. Be Flexible When Plans Go Awry

Computers don't always perform the way you wish or expect, especially if the teacher in command is new to digital technology. So as you embark on this journey, expect the unexpected. When obstacles arise, you can model good problem-solving behavior by asking students to help you devise alternative approaches. "I say to students, 'You know what? If something doesn't work, it's OK,'" Lowe explains. "Every experience is a learning experience."

9. Let Students Drive

If you've got the tech tools, put them in kids' hands. In Lowe's class, students use Flip cameras to film each other doing oral book reports, then critique both the presentation and the videography. Other Forest Lake teachers routinely give kids turns at leading lessons on the whiteboard, either by hand or with remote tablets called AirLiners. These opportunities allow students to work at their own pace, capitalize on their skills, and discover ways to work around their challenges.

10. Share the Work of Creating Differentiated Lessons

To ease the burden of planning lessons for students at diverse levels, Forest Lake teachers often divide up this task. When they plan each unit of study, different members of each grade-level team design the activities for higher-skilled kids, lower-skilled kids, etc.

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Ten Tips for Personalized Learning via Technology

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At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it.

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6 Tips To Apply The ASSURE Model In Blended Learning

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6 Tips To Apply The ASSURE Model In Blended Learning

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This article explains the ASSURE model, provides tips, examples and the do's and don'ts of implementing it.

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The ASSURE model is a natural fit for blended learning environments, as it gives corporate trainers the opportunity to integrate technology into their ILT (Instructor-Led Training) classrooms while still personalize the corporate training experience. In this article, I'll explore the basic principles of the ASSURE model, and I'll offer 6 tips that can help you use the ASSURE model in blended learning strategies.

How To Apply The ASSURE Model In Blended Learning: 6 Tips For eLearning Professionals

While many blended learning approaches may strive to incorporate technology into the ILT environment, at PulseLearning we believe the ASSURE model takes it one step further by catering on the specific needs of the every learner. Rather than offering general tech tools or resources, it focuses on giving each learner the specific technology they require to achieve their personal goals and objectives.

What Is The ASSURE Model?

The ASSURE model gets its name from the following six stages involved in the process:

E: Evaluate and revise the blended learning strategy.
All eLearning strategies are a work in progress, due to the fact that technology and learner needs are always evolving. Thus, the final step in the ASSURE model is to evaluate and revise your blended learning strategy to ensure that it is as beneficial as possible.

6 Tips To Use The ASSURE Model In Blended Learning

1. Conduct surveys and online assessments to research audience.
To focus on the specific needs of your learners, you will first have to know what those needs are. Surveys, focus groups, interviews, andeLearning assessments are all valuable tools that can help you analyze your audience's traits and experience levels. They can also give you a good indication of their learning styles, such as which exercises will appeal to them and how they absorb information.

2. Create custom-tailored objectives.
Aside from the organization-wide objectives and goals that you've created, you should also develop goals that are learner-specific. What learning behaviors do they need to display? What knowledge do they need to know by the end of the blended learning course? Is there a particular task they need to master or skills sets they must build? You must also have a way to test their knowledge and determine if they have actually met their goals and objectives.

3. Choose tech tools that align with common goals.
One of the most common blended learning strategy mistakes is using technology just for the sake of technology, rather than finding the tools that are ideal for the particular audience and training goals. Ideally, you should choose tools that your learners are already familiar with or have a minor learning curve, rather than those that may be difficult to master. For example, if you are developing a group collaboration online assignment that utilizes a project management platform, you must be sure that your learners can actually use the online platform when it's time to work with their peers.

4. Get learners involved.
As is the case with all learning strategies, it is important to get your learners onboard and make sure they are all excited about the process. Start your discussions with thought-provoking questions that prompt them to seek out answers online and expand their knowledge. Create an online community forum where they can go to address concerns, get help from their peers, and stay in touch with their online facilitators. Ask for their feedback so that you can figure out what's working effectively and what may need to be modified as you move forward with your ASSURE blended learning strategy. Get them involved, so that they feel as though they are a vital part of the blended learning experience and that their opinion matters.

The ASSURE model can help you not only blend technology with traditional classroom training, but give your learners the customized experience they need to broaden their horizons. Use this article to integrate technology tools and resources into your blended learning strategy while still catering to the specific needs of your corporate audience.

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6 Tips To Apply The ASSURE Model In Blended Learning - eLearning Industry

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The ASSURE model is a natural fit for blended learning environments, as it gives corporate trainers the opportunity to integrate technology into their ILT (Instructor-Led Training) classrooms while still personalize the corporate training experience. In this article, I'll explore the basic principles of the ASSURE model, and I'll offer 6 tips that can help you use the ASSURE model in blended learning strategies.

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This infographic provides detailed principles of personalized learning.

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7 Principles of Personalized Learning - Fulton Co. Schools

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Supercharging the Classroom: Using Technology to Support Personalized Learning

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Supercharging the Classroom: Using Technology to Support Personalized Learning

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This video explains how Khan Academy started and how it can be used to personalize learning in the classroom.

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Supercharging the Classroom: Using Technology to Support Personalized Learning

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7 Personalized Learning Strategies and Examples

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7 Personalized Learning Strategies and Examples

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This article explains what personalized learning is, how it benefits students and teachers, and how to implement it into the classroom.

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It happens all too often: the bell rings to signal the end of class, but some children are left with doubts and questions - while others are bored because the last hour was spent on material they already understood.

These differences are often down to students' learning styles, and are fuelling a surge in the use of personalized learning strategies and adaptive learning technology in the field of K-12 education.

Teachers can't always stop the entire class just to help one or two students who have fallen behind. But they also can't ignore students who learn at a different pace.
Perhaps you're wondering:
In this article, we're going to discuss the definition and key aspects of personalized learning, as well as examples of schools that have implemented such programs.

We'll also detail seven practical steps to building a personalized learning program in your school.

What is Personalized Learning?

In short, personalized learning involves an educational environment and curriculum that revolves around each individual student's needs and abilities.

When schools implement a personalized learning program, the method and speed of learning can vary for each student. However, the end goal and academic standards don't differ. Each student must reach a certain mastery level of the topic by the end of the unit or school year.

Why does this type of customized learning work?

Because - generally speaking - the learning process is non-linear. Teachers can't expect all the students in their classroom to learn in the exact same way or at the exact same pace.

Customizing the learning experience and tailoring that to each student means each individual gets the right kind of education based on how they learn and what interests them.

But what are the results of such a program?

The Benefits of using a Personalized Education program

Students learn skills that go beyond academia and will help them in the future

Personalized learning normally involves students in deciding their own learning process, as we'll discuss below. This teaches the students vital skills that will serve them throughout their lives.

For example:

Sharing in goal-setting helps students develop motivation and reliability

Engaging in self-assessment helps students develop self-reflective abilities

Determining their best learning activities helps students develop self-advocacy skills

Students in a personalized learning environment improve their knowledge significantly

In one study by the Gates Foundation , using personalized learning to supplement math instruction substantially improved students' test scores. The average scores of students in the study went from far below the national average to exceeding the national average, with researchers observing that:

students attending [schools using personalized learning] made gains in math and reading over the last two years that are significantly greater than a virtual control group made up of similar students selected from comparable schools.

While the results are not directly attributable to personalized learning practices, they were "widespread," with two-thirds of schools involved in the study experiencing statistically positive results on student performance based on the use of personalized learning.

Students with specific weaknesses are able to learn without the stigma of 'special-ed'

In the Belmont-Cragin Elementary School in Chicago , personalized learning allows all students to get the information they need, and fill in necessary gaps.

For example, one teacher may notice that some students understand a literacy place at their grade level in Spanish, but struggle in English. Those kids are able to sit with the special-education teacher and have personalized literacy lessons without receiving a special-ed status.

This helps all students maintain the same level, with each individual being treated according to his or her individual strengths and weaknesses.

Teachers are able to focus their time more effectively

Since many personalized learning programs include solo or collaborative activities, teachers are free to address smaller groups of students for more targeted teaching.

Let's talk about seven practical strategies that will help you start a personalized learning program in your school.

7 Strategies to Implement Personalized Learning in Your School

1. Train teachers how to assess students and customize their experience accordingly

The first step in creating a personalized learning program is educating your teachers. When teachers fully understand the process, methods, assessments, tech, and goals involved, then personalized learning can run smoothly.

However, when teachers are not trained thoroughly, your customized learning program won't function properly.

So, before you start, get together with your teachers to discuss ideas, study personalized learning methods, and set up steps to implement this kind of program together.

Then, send teachers on specific training to make personalized learning part of their every day work life.

This is what the Verona Area School District in Verona, Wisconsin did. It all started with courses for teachers and school admins on the subject of personalized learning.

Teachers then went back to their schools and continued conversations, and subsequently practiced with personalized learning workshops. As a result, teachers were better prepared to implement and execute a personalized learning plan for students.

It's essential that teachers understand how to assess the interests, strengths, and weaknesses of each student. Then, they are able to place them correctly in their own personalized learning process.

2. Use Ed-Tech to create a personalized learning environment

Using technology to connect with and engage students is an excellent way to provide personalized learning.

In fact, technology's role can be critical. As educator Mary Ann Wolf observes:

Personalized learning requires not only a shift in the design of schooling, but also a leveraging of modern technologies. Personalized learning is enabled by e-learning systems which help dynamically track and manage the learning needs of all students...everywhere at anytime, but which are not available within the four walls of the traditional classroom.

For example, using game-based learning systems allows students to learn at their own individual pace, and have fun while doing it! In , schools using a math game in the classroom saw an 11.6% improvement on standardized test scores.

One example is Prodigy Game - a free, curriculum-aligned math game used by more than a million teachers and 30 million students around the world. Prodigy offers content from every major math topic and covers 1st to 8th Grade.

If you'd like a personalized demo of Prodigy tailored to your school or district, fill out the form through the button below:

Other types of commonly-used tech can also be useful in a personalized classroom. For example, some schools encourage students to use Google Docs for easy collaboration. This also allows teachers to monitor the works-in-progress of their students.

3. Allow students to have a part in their learning experience

Students who are allowed to have a say in their own learning experience develop essential skills such as self-advocacy.

When given the chance to take part in goal setting within the classroom, students are also more motivated to reach those goals.

For example, the Middletown, NY, school district implemented a personalized learning program that helped students to focus on their goals. Even younger grades were involved in setting goals and, goal artifacts around the classroom helped encourage them to stick with the goals they had set.

As a result, this school district saw an increase in students reaching their NWEA MAP growth targets.

After four years using a personalized learning program, the percentage of students reaching growth targets in reading went from 44% to 65%. In math, the percentage went up to 67%.

Personalizing content delivery and interaction also helps students improve by giving them control over their own learning environment.

For example, give students the choice between reading a short story or listening to an audio version while reading. Allow students to pick whether they'll take notes online, on paper, or record their notes verbally.

Allowing this kind of customized learning gives students the ability to choose the process that best fits their needs.

4. Give students multiple opportunities to show their knowledge

While standard test results and essays should never be overlooked, giving students other ways to show their understanding of topics helps them take responsibility for their education.

For example, one teacher from the Middletown School District , mentioned earlier, said:

[Students] use a Google form, and the forms are sent to me automatically so I am able to instantaneously see how they are self-assessing. It gives them a sense of accountability and it also lets me be aware of how they think they did... I use their self-assessment to help guide my instruction and to help group them for math and ELA.

Constant assessment of students as they move through course material gives teachers a unique insight into the knowledge level of each student. Knowing that a student is struggling with a topic today gives teachers the ability to help them understand on a 1:1 basis tomorrow.

Otherwise, kids who are struggling go unnoticed until the end of a unit, and the issue becomes harder to correct.

To personalize a lesson even further, teachers can give students the opportunity to show what they've learned in a practical setting. For example, a math teacher can have his or her students cook a simple meal, using math in a practical way to measure the right amount of each ingredient.

5. Build personalized learning playlists

When teachers use playlists for self-guided learning activities, students are enabled to choose the types of learning activities that work best for them. This, in turn, helps each individual student to do their best work every day.

So, how does a personalized learning playlist work?

First, teachers set a rotation of learning activities related to the topic. These could be individual learning activities, digital content, group collaboration, or peer-to-peer activities.

The choice of activity can be completely up to the student, giving them the freedom to pick whichever type of learning activity works best for them.

To make sure every student is doing the right amount of work, assign a point value to each activity and set a minimum point requirement. That way, students accomplish all the necessary learning, but are allowed to do so in their own way and at their own pace.

Lastly, teachers can set learning checkpoints where students are required to demonstrate their mastery over a certain subject before moving on to the next step.

Allowing students to interact as peers or even complete assignments solo gives teachers valuable time to spend with students who need extra instruction.

6. Make the classroom flexible

Flexible seating arrangements have become more popular in recent years, and for good reason. After rearranging their classrooms for a more flexible seating arrangement, teachers noted benefits such as:

Decrease in discipline issues

Improvements in attendance and grades

A more positive atmosphere in the classroom

More comfort for students, leading to better focus (and surprisingly, fewer sleepers in class!)

Another way personalized learning is seen in a flexible classroom is through rotating stations. Having specific stations that cater to your personalized learning playlists allows students to focus on the right tasks in the right place. This encourages collaboration and makes it easier for teachers to work with smaller groups for targeted instruction.

Kayla Delzer,a passionate advocate of flexible seating, argues that changing the physical space of a classroom directly maps to an impact on student behavior and learning outcomes, arguing:

Our classroom environments should be conducive to open collaboration, communication, creativity, and critical thinking. This simply cannot be done when kids are sitting in rows of desks all day.

7. Flip instruction so students can learn at their own pace

Flipped instruction is a new trend that has been gaining speed since the early 2000s. The idea behind this method involves inverting the normal learning process: instead of having lectures at school and activities at home, students watch recorded lectures at home and engage in activities together during class time.

This allows students to watch video lectures at their own pace, pausing or rewinding whenever they feel necessary. Students can also interact and ask questions via online chats with their classmates and teachers.
What are the results of flipped instruction?
found that, of teachers who had tried flipped instruction, 96% said they'd recommend it.

Another study saw significant results in the students when using flipped instruction. Before the flip, more than 50% of freshmen failed English, and 44% of freshmen failed math. However, after implementing flipped instruction, only 19% of freshmen failed English and 13% failed math.

Like other instructional leadership strategies, it might take some getting used to - but it's obvious that flipped learning allows students to personalize their learning experience, giving them the ability to learn in a way that is best for them as individuals.

Downloadable list of personalized learning strategies

Fill out the form below to download and print a simplified list of the personalized learning strategies to keep at your desk!

Conclusion: Are you ready to implement personalized learning in your school?

Each individual child in your school learns at a different pace. Each one has needs and interests that are specific to their unique learning style.

Implementing a customized learning program gives all of them the ability to learn at their own pace, and in the way that's best for them.

So, are you ready to make this a reality in your school?

👉 Prodigy is a free game-based learning platform that's loved by more than 1 million teachers and 30 million students.

Aligned with math curricula across the English-speaking world, it's engaging and easy to use. If you'd like a personalized demo of Prodigy tailored to your school or district, fill out the form through the button below:

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7 Personalized Learning Strategies and Examples | Prodigy

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Teachers and admins love Edulastic because it makes

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See how Edulastic can make a difference at your school

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Teachers and admins love Edulastic because it makes Formatives Distance Learning Interims Benchmarks Diagnostics Remediation Math practice Science assessment Distance Learning Data analysis Progress monitoring State test prep Tracking growth easy.

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Should I Download That App? A Ten-Question Checklist for Choosing Tools Worth Your—and Your Students'—Time

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Should I Download That App? A Ten-Question Checklist for Choosing Tools Worth Your—and Your Students'—Time

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This is a great article that presents several good questions that should be assessed before selecting a tool to use in the classroom.

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Many educators are playing the student engagement game. They wonder, "How can I get my students excited to learn? How can I ensure they will not get distracted easily?" Since tablets, Chromebooks, and smartphones have become commonplace in classrooms, the easy answer is to find a new shiny tech tool.

Let's be honest-flashy, colorful, unique apps will hook your students, but not usually for long. Is this emphasis (or overemphasis) on apps the right way for students to experience learning? Will their attention hold in the long-term?

We don't think so.

Whether you are a classroom teacher, instructional coach, or administrator, ask yourself these ten questions before tapping GET, INSTALL, or BUY.

Putting Pedagogy First
1. What content do we want students to learn?
Before thinking about incorporating technology, clearly identify what you want students to understand as a result of their experiences. Will the app help them achieve these understandings, or will a few bells and whistles cause more distraction than they are worth? Apps that add dramatic music or flashy avatars are fun, and they can be part of a sound teaching strategy when used selectively.
2. What skills will our students practice or refine when they use this app?
There are amazing tech tools out there that allow students to whip up a professional looking presentation, video, or podcast in a matter of minutes. The final product may look or sound impressive, but do your students have to research, read, analyze, and design in order to make it? Consider the instructional design element, and be sure that your students will be required to utilize skills like collaboration and communication before or while using the app.
3. Will our students be consumers or creators when they use this app?
As of fall 2015, 92% of Americans age 18 and up own a smartphone and three-quarters of teens have access to a smartphone. Digital resources, digital creation, and digital communication are imperatives in both academia and business. The digital world can be a place to consume cat videos and get sucked into violent video games-or a place to add new ideas and learn with people who share a common goal. Educators should choose apps that require students to create, contribute, and publish, instead of apps that encourage students to sit and get.
4. What are my students' needs, and can this app meet them?
Many devices have assistive features like dictionaries, talk-to-text, and audio enhancements. Does the app work with those features? Does it have additional features like personalized learning tracks or dyslexia fonts that might be helpful for teachers and students? When technology can help a teacher synthesize data, identify student needs, and create an intervention on the spot, everyone wins.

Choosing the Best Product for the Job
5. Is there a better app that achieves the same purpose?
Avoid impulsively purchasing an app because it looks "cool." Instead, make sure you're getting the best app for the job of meeting student needs while staying within your school's price range. Two tips: When searching for an app in the iTunes or Google Play stores, related apps will appear in the search results. Also, when you land on an app's "page," check out similar apps and see what else customers bought.
6. Is there a comparable/better app at a cheaper price?
Another option for exploring the internet's wide range of apps is website Apps Gone Free, which provides daily notifications of notable apps that are temporarily offered free of charge. To take full advantage of this resource, stock up on licenses of the same apps to distribute at your convenience. Also, reach out to colleagues in your personal learning network (PLN) to find out if they know of more affordable options.
7. Is there an app on your devices that already does the same thing?
Whenever an app is requested, it doesn't hurt to see if a comparable app has already been bought by the school/district. (Maintaining a list of purchased apps can streamline this process.) You can always point the requesting teachers in the direction of the similar app and ask that they take a look at it. Also, offer professional learning that meaningfully exposes educators to the available tools at their disposal to prevent redundant requests.

Keeping Your Vision in Sight
8. Does the app promote our school and district "best practices"?
Make sure the app aligns with classroom/school/district vision and goals. For example, there are a lot of flashcard-like apps for memorization of math facts. Although there is a time and place for this, we would rather see students first develop number sense and flexible procedures with numbers, drawings, and manipulatives. To ensure an app aligns with "best practices," refer to previous professional learning experiences, research, and/or consult with colleagues.
9. How will we inform everyone else?
Once you find and download a useful app, you'll want to make sure as many educators and students benefit from it as possible. So, share with all teachers whose students could take advantage of it. When many teachers and students have access to the same app, there are more opportunities for everyone to describe how to best use it in the classroom.
10. Have we talked to the app creators?
Do not hesitate to reach out to the developers who created, designed, and continue to improve your apps. You'll likely find them on Twitter, through contact pages on the company website, or within the app itself. When educators build relationships with tech companies, the company gets suggestions first-hand from educators, and the school gets the app updates they need sooner.

One final note: Educators should always read the app's privacy policy to ensure it complies with state and federal regulations to keep students' data protected. Find out if your school or district has vetted the app for this purpose.

Educators should be more intentional and selective about the apps they use to ensure students are exposed to high quality tools that maximize learning experiences for all parties involved. Throughout our careers, both of us have encountered countless devices that are loaded with a plethora of unorganized apps, only a handful of which are regularly being used by teachers and students. So, use this checklist-and share it with others!

Ross Cooper (@RossCoops31) is the Supervisor of Instructional Practice K-12 in the Salisbury Township School District (1:1 MacBook/iPad) in Allentown, Pennsylvania. Kerry Gallagher (@KerryHawk02) is a Technology Integration Specialist at a 1:1 iPad school serving 1500 students grades 6-12.

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Should I Download That App? A Ten-Question Checklist for Choosing Tools Worth Your-and Your Students'-Time - EdSurge News

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Many educators are playing the student engagement game. They wonder, "How can I get my students excited to learn? How can I ensure they will not get distracted easily?" Since tablets, Chromebooks, and smartphones have become commonplace in classrooms, the easy answer is to find a new shiny tech tool.

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This infographic provides useful tips on how to evaluate the effectiveness of tech tools in the classroom.

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How to Evaluate Tech Tools You’ve Never Used in Less Than Seven Minutes

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How to Evaluate Tech Tools You’ve Never Used in Less Than Seven Minutes

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This is quick tip checklist to help you decide if the tool your're using or want to use is worth it.

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Ready or not, it's almost time to go back to school. If you're like me, you've been spending the summer attending webinars, seminars, and conferences. You chatted with colleagues on Twitter and Facebook about learning tools they loved. You collected a long list of highly recommended resources that you can't wait to try in your classroom. But you could spend hours just previewing one item from that list, and many will turn out to be a waste of effort. How do you find the best of the bunch without running through all of your free time?

Maybe because I'm a technology teacher, I can usually sort through this list pretty quickly. I don't have a crystal ball that tells me what new web tools, apps, or programs I'll like, what will engage my students, or what will be more trouble than it's worth. Instead, I have checklists. Two of them. The first evaluates the big picture. Programs that make the cut move to the second checklist where I judge usefulness in my particular circumstances. In the end, I've eliminated everything that wastes time, is confusing, and/or doesn't fit my needs.

This two-step process doesn't assure that once I try the program in a real classroom, it'll perform as promised. Nor does it guarantee the program will survive the onslaught of student use. What it does is help me to waste as little of my time as possible while finding the best fit for my unique situation.

Step One: Qualify (Two Minutes)

I won't even open the app unless it passes these three questions:

Is it free or a small fee? If you have a school or district license on the app, software, or webtool, skip this one. Trust that your IT folks have already determined it will fit their budget and is a good value for the money.

Will it work with my learning management system (LMS)? This is a big plus. If it will, the roll out and application just became easier. Many classroom learning apps are aligned with LMS applications like Google Classroom, Schoology, and Canvas.

Is it easy to install and set up? If you can't get the program up and running in about two minutes (not counting time required to register, upload classes, and personalize goals), it's too complicated. Really. Take it from someone who's done this for over a decade. If you can't intuitively set the program up-it doesn't matter how wonderful it seems-you'll struggle to use it. I'll never forget my first experience with Moodle. This amazing web tool is legitimately one of the most versatile class organization tools out there but it is just too darn complicated for most people to use. I took hours (and hours) to setup it up, and then more hours teaching teachers to use it, only to find they still just didn't get it and wouldn't use it.

Step Two: Playtime (Five Minutes)

If the program gets past Step One, I test it. Here's what I look for:

It's easy to use (after set up and installation). If you spend a lot of time learning the app, you'll spend too much time helping students figure it out.

It supports the '4 C's' -creativity, critical thinking, communication, collaboration.

It isn't distracting or overwhelming in colors, music, or activity.

It offers levels that become increasingly more difficult, providing differentiation for student needs.
It will stand the test of time.
It has none or few ads -and those that are there do not take up a significant portion of the screen.

It is easily applied to a variety of educational environments.

It doesn't collect personal information other than user credentials or data required to operate the app.

It is rated 'for everyone' (or whatever the program's version of G is).
It has no in-app purchases or billing. In a nutshell: If it's not easy to set up, I might walk. If it's not intuitive to use, I do walk.
There are programs that don't pass these checklists and are in fact great choices. Most of these perform multiple functions such as assigning homework, planning lessons, collecting work, and grading it. For example, when I first used the LMS Canvas, it took me hours of time and too many mistakes to understand its intricacies.

But it now saves me lots of time on grading, running my classes, assigning work, moderating groups, chatting with students, and so much more.

What's your secret for evaluating new web tools, apps, or programs?
Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of two tech thrillers. You can find her resources at Structured Learning.

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How to Evaluate Tech Tools You've Never Used in Less Than Seven Minutes

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Ready or not, it's almost time to go back to school. If you're like me, you've been spending the summer attending webinars, seminars, and conferences. You chatted with colleagues on Twitter and Facebook about learning tools they loved. You collected a long list of highly recommended resources that you can't wait to try in your classroom.

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Resources to Help You Choose the Digital Tools Your Classroom Needs

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Resources to Help You Choose the Digital Tools Your Classroom Needs

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This article provides links to several different sites which rate digital tools for effectiveness.

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For educators, the growing number of digital tools for the classroom is something of a mixed blessing. "There are so many digital resources out there, I am lost as to which ones are good," one teacher told us. Said another, "I am always excited to learn about new technology, but overwhelmed at how much there is out there. It is hard to find time to research it all, especially all the new education apps."

I am always excited to learn about new technology, but overwhelmed at how much there is out there.

At the Gates Foundation, we are seeing growing confidence in the quality and usefulness of digital tools as more teachers tap into technology, as well as an increasing need for information that helps educators wade through the many options available to them. In our most recent survey of 3,100 K-12 teachers, nearly six in 10 believe that the digital tools they use frequently are effective, an increase of 5 points in two years. Almost as many believe using digital tools make them better teachers.

Like the majority of teachers surveyed, we believe that technology has the power to improve teaching and learning, but that there are still plenty of needs to be addressed. The teachers we surveyed identified these key needs:

Tools that offer students a clear view of what skills they've mastered and what they still have to learn, such as digital resources that allow them to track their progress through a unit or course.

Integrated data that gives teachers a broader view of each student's progress quickly enough to modify instruction, such as dashboards that automatically pull information about student performance from multiple sources without requiring teachers to engage in time-consuming data entry.

Resources that automatically tailor instruction to meet the needs of each student, including digital tools that adapt activities in ways that serve both high- and low-performing students.

But how will teachers know when new digital tools that better meet their needs become available? While schools and districts sometimes have dedicated staff to select and integrate technology, teachers are actually slightly more likely to work in schools where they alone hold the responsibility for doing so (31 vs. 29 percent), according to our most recent research. Nationwide, 51% of teachers select up to half of the education technology they use.

Nationwide, 51% of teachers select up to half of the education technology they use.

And when that responsibility falls on them, teachers often struggle to find information about digital tools. More than half of the teachers we surveyed said they rely primarily on recommendations from other teachers to choose technology. "I usually try things that some of the more technology-knowledgeable people I teach with [use]," one teacher told us.

Nothing matters more than the experience of other teachers, but moving beyond word of mouth allows educators to learn from peers across the country-and to develop a collective sense of which technology is working in the classroom and which isn't. We found that fewer than 2 in 10 teachers currently use educator-specific online resources to learn about digital products. Even so, a growing number of online communities focused on rating digital tools are drawing thousands of teacher reviewers. Below are four of the most promising.

1. EdSurge Product Index. The community-driven database of educational technology products on the EdSurge site allows teachers to search for products by category, grade level, and learning needs. Teacher recommendations discuss strengths and weaknesses-and, importantly, often include suggestions to the developer for improving the product. School leaders can also tap Edtech Concierge, a service that connects schools with developers who submit tailored proposals.

2. Graphite. Common Sense Media's Graphite combines ratings from educators with reviews from its own expert team of editors and reviewers. Graphite's reviewers, who collectively have more than three centuries of classroom experience under their belts, evaluate each tool using a research-based, 15-point rubric to assess each tool's engagement, pedagogy, and support. Teacher reviews detail in specific terms how each tool is put to use in the classroom. New this year is Graphite's Teaching with Tech series-bite-sized professional development lessons to help teachers evolve their practice with technology.

3. LearnTrials. LearnTrials provides teachers and districts a way to grade digital tools using a research-based rubric, then applies algorithms to provide additional context for each tool and how it is used, providing differentiated ratings based on a specific classroom setting or instructional need. Districts can also integrate student-level product use, achievement and pricing data to analyze impacts on outcomes and budgets.

4. Learning Assembly. This collaborative network of educators and innovators focuses on piloting and scaling education technology solutions in schools across the country in ways that can transform teaching and learning. Equally important, it's building a credible collection of evidence that these tools can-and do-have an impact on learning outcomes.

Through sites like these, teachers and the schools they work for can become more informed users of digital tools. Just as importantly, through our work at the Foundation, we know that the developers of these tools are listening to educators' conversations-and are eager to improve their offerings. By sharing what we know and what we want, we can improve the digital tools available in the classroom for all teachers.

Editor's Note: The opinions expressed here are the author's and are independent of this article's sponsorship; all four resources listed above have received grants from the Gates Foundation.

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Resources to Help You Choose the Digital Tools Your Classroom Needs - EdSurge News

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For educators, the growing number of digital tools for the classroom is something of a mixed blessing. "There are so many digital resources out there, I am lost as to which ones are good," one teacher told us. Said another, "I am always excited to learn about new technology, but overwhelmed at how much there is out there.

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This is an online rubric for evaluating technology before using it in the classroom. It is very thorough.

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The primary criterion for featuring a tool in the Workforce EdTech Tools repository is its proven effectiveness in improving education, employment, or economic mobility outcomes for adults developing foundational skills. Each tool's profile includes information on how this effectiveness was demonstrated.

Below is a list of robust criteria presented as key questions to evaluate the pros and cons of an edtech tool in this context. While no tool excels in every area, the importance of each criterion depends on the type of tool, implementation goals, and context. You can make your own copy of the associated Workforce EdTech Tool Evaluation Scoring Rubric and Notepad (an editable Google Sheet) to take notes, score, and make decisions with your team about adopting a certain edtech tool for the workforce development and adult foundational literacy context.

Criteria for Evaluating Workforce EdTech Tools:

To Increase Reach and Impact of Adult Learning & Employment Initiatives

Is there evidence that this technology can help meet your goals? Proven Effectiveness

What evidence exists to prove the effectiveness of the tool?

To what extent does this evidence suggest that the tool could help meet your specific goals?

What other organizations have effectively leveraged the tool? What factors are different or similar to yours (setting, users, goals, etc.)?

What outcomes can you expect, and over what period of time?

Is the Technology accessible and easy to use for all learners? Accessibility

Ease of Use

How much training will the user need to use the tool effectively? What are the steps between purchase and active use, and how does the vendor support that process?

Is the tool built using best practices in Universal Design so that it can be accessed, understood, and used by all people to the greatest extent possible?

Are instructions easy to find and follow? Is the layout clear for easy navigation?

Can users freely navigate, backtrack, and explore the content if helpful or needed?

Digital Inclusion

How does the tool accommodate varying levels of internet connectivity, including full online, intermittent, and offline usage scenarios?

How does the tool support users with different digital literacy levels, including registration requirements, initial training, ongoing support, navigational cues, and integration with familiar tools or interfaces?

Can the tool be easily accessed on multiple devices including desktop and mobile, and on various operating systems (Android, Windows, iOS, etc.)?

Language and Culture

How well does the tool address language needs, including translations into users' first languages, consistency and accuracy of language access, and appropriateness of text complexity for the intended users' literacy levels?

Does the tool's content reflect cultural diversity, avoid bias, and appropriately represent the cultural contexts of its users?

What is the cost and is it affordable now, during scaling, and in the long-term? Affordability

What is the pricing model for the tool? Are there subscription models or pricing tiers, and how might they impact the tool's affordability in the long run?

What are the primary cost considerations for the tool, including long-term updates, maintenance, and any required additional investments (staff training, e.g.)?

Will the tool remain affordable as you scale its use over the long term?

Is the tool enjoyable and used effectively by the intended audience to meet their goals?
User Experience

Onboarding, Hook & Engagement

How seamless and engaging is the initial login and introduction to the tool?

What strategies are implemented to maintain user engagement through diverse content forms and interactive features?

Are the contents up-to-date, accurate, relevant, and effectively aligned with users' goals?

How is content organized and presented to ensure it is digestible, logically structured, and supports seamless transitions between activities?

User-Centered Design and Feedback

Does the tool prioritize and effectively meet the needs of its primary users, adapting to their interactions and avoiding biases?

What do user testimonials or external reviews indicate about its success in meeting these needs?

How do the vendors engage end-users in the design and evaluation process?

Does the tool provide adequate and accessible user support and communication? User Support & Communication

What is the onboarding process and what are the resources the tool provides for training new users to use it?

Does the tool provide support for users? Is the tech support easily accessible and sufficient?

Are there accessible and effective communication methods for updating users and keeping them engaged?

Is the solution set up to give you the data you need in a sustainable way and are you clear and comfortable with the privacy policies?
Data, Privacy & Security

Data Access

Does the tool provide the data you need for your intended purposes related to its intended use and measurement of impact?

Do the tool's reporting functions meet your needs and the needs of the end-users?

Can the data be easily accessed, visualized, and aligned to measurable goals?

Is the data collected and exported in a way that enables data interoperability with other tools and systems?

Privacy & Security

What data is shared, how is it shared, and with whom?
Are users effectively and appropriately made aware of data policies and practices in a way that is easy to understand and explain?

Does the tool or connected tools collect, track, or otherwise leverage Personally identifiable information (PII)?

Are you confident that the vendor will continue to exist and provide needed support and updates to the product for the period of time you may need it?
Longevity

How long has the tech solution/ developer been in business and at what development stage is the product (BETA or fully developed)?

How committed is the provider to regularly updating the tool and incorporating new advancements?

What strategies does the provider have in place for continuous research and technological advancement?

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Tool Evaluation Criteria - Workforce EdTech

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The primary criterion for featuring a tool in the Workforce EdTech Tools repository is its proven effectiveness in improving education, employment, or economic mobility outcomes for adults developing foundational skills. Each tool's profile includes information on how this effectiveness was demonstrated.