Pedagogue Blog

Matthew Lynch published in Education Leadership, Education News

How genetics could help future learners unlock hidden potential

This article was written by Darya Gaysina

Salman Rushdie recently caused controversy by bemoaning the lack of “rote learning” in schools. He spoke about the benefits of learning poetry by heart – a method many see as archaic and outdated in today’s classroom.

Despite the criticisms of Rushdie’s comments, the debate around the effectiveness of different learning strategies in modern education is as active as ever – with many recognising that each pupil prefers a different learning style and technique.

This can of course make it hard for teachers to gear classes up for each individual’s preferred style of learning. Especially given that one style, such as social learning, can appear to be the exact opposite of another style, such as those who prefer a more solitary style of education.

Research shows that when it comes to learning strategy preferences or even A-level choice, they are pretty hard wired in each individual – with genes playing a large part in the process. And we know that genes can also shape our relationships with other people – whether they be parents, teachers or peers.

Why genes matter

“Educational genomics” is a relatively new field, which has been expanding rapidly in the recent years because of advances in technology. It involves using detailed information about the human genome – DNA variants – to identify their contribution to particular traits that are related to education.

And it is thought that one day, educational genomics could enable educational organisations to create tailor-made curriculum programmes based on a pupil’s DNA profile.

A number of recent large-scale genetic studies on education-related traits – such as memory, reaction time, learning ability and academic achievement – have identified genetic variants that contribute to these traits. And studies using even more advanced technologies are also currently underway, promising to add to our growing knowledge of what helps us to learn.

This information could then be used to find out what DNA variants contribute to reading and mathematical ability, or school achievement. And then used to predict whether or not a pupil is likely to be gifted in a particular field such as music or mathematics, for example. These “traits” could then be nurtured in the classroom.

A personalised approach

But despite all the existing evidence for individual differences in learning, genetics is rarely a consideration when it comes to education. Though, recent years have seen a rise in funding and research into personalised medicine. This involves “mapping” genetic differences among people to predict and target potential health issues in later life, which has allowed doctors to adjust treatment and prevention approaches to try and stave off risks before they even begin to develop.

So it wouldn’t be a great leap to use these same databases – and research funding – to advance the field of educational genomics. Meaning that every child in the future could be given the opportunity to achieve their maximum potential.

It is well-known that hundreds or even thousands DNA variants are involved in complex human traits. Shutterstock

But it is also important to bear in mind that our genes do not work in isolation. The human genome is a dynamic system that reacts to the environment. And the role of the environment in education is just as important to the development of a child.

For example, musical talent can be inherited, but can only be developed as a skill in the presence of specific environmental conditions – such as the availability of musical instrument and hard practice.

And educational genomics aims to uncover this complex relationship – to look at how the genome works in different environments. This information will then help researchers to understand how this interplay affects brain and behaviour across the life of a person.

By considering DNA differences among people in the future, educational genomics could provide the basis for a more personalised approach to education. This would most likely be a much more effective way of educating pupils because educational genomics could enable schools to accommodate a variety of different learning styles – both well-worn and modern – suited to the individual needs of the learner.

And in time, this could help society to take a decisive step towards the creation of an education system that plays on the advantages of genetic background. Rather than the current system, that penalises those individuals who do not fit the educational mould.

Darya Gaysina, Lecturer in Psychology, University of Sussex

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: The Real Cost of Student Retention

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

Retention affects more than just students. What do you think is the cost of retention to schools, educators, communities and society as a whole?

Research on the impact of retention dates back to the initiation of the practice – the point when educators and policymakers believed it to be an effective means for managing student non-achievement. A recent evaluation of retention research, however, suggests that the lack of accounting for differences in social, emotional, and academic characteristics between promoted students and their retained peer, allows for any number of “vulnerabilities.”

Numerous and hard to track, these vulnerabilities may be the cause of negative post-retention outcomes, rather than retention itself. Using higher levels of quality controls for pre-retention characteristics of promoted and retained students also tends to indicate less negative effects. Even so, enough evidence exists to make student retention a questionable practice.

Cost of Retention to Students

In the wealth of research about the costs of retention, it is the cost of retention to students that researchers most often discuss. Not surprisingly, retention often leads students to have negative feelings about school, as well as a sense of low self-esteem when it comes to the ability to perform well academically. Some children find the fact that they have been retained embarrassing and may feel ashamed about being separated from their age-grade peers.

Retained students may become unmotivated and disengaged in school. They may also develop behavior problems (particularly at school) and become involved in bullying, either as a perpetrator or as a victim. Children often feel stigmatized by retention, and there is an increased possibility that retained students will end up dropping out, their long-term trajectory totally undermined.

Research shows that a retained child does not generally “catch up” academically to his or her grade-level peers. While there is some indication that achievement among children retained in elementary school does improve, for older children there appear to be no significant benefits.

Cost of Retention to Schools

In addition to the negative influences of retention on children, school systems struggle a great deal when their retention rates are high. They may end up with large numbers of children in retention checkpoint grades and thus also experience difficulty to manage them. When schools find themselves retaining the same children repeatedly, they may also end up with substantial numbers of over-aged students in certain grades. This is another obvious problem, of course, regarding retention consequences, but one that has long escaped true attention from educators at the policy level.

With specific grades established as retention points, it’s not uncommon for students to essentially create something of a backlog. In practical terms, this creates an imbalance in maturity and a potentially irregular experience for teachers and students in the grade level as a whole. At the very least, students who are beyond the typical age for elementary or middle school present a very particular challenge for school districts regarding placement and services. Should established policies place these students with typical-aged elementary and middle school students? Should separate policies apply to students who have reached a certain age within either elementary or middle school systems – who have aged out, as it were?

Retention strains school district and state financial resources, particularly when a large number of students are retained. The additional costs of educating grade-repeating students are evident when you multiply the average annual cost per pupil by the number of students retained in any given year. Texas, for example, spent more than $2 billion to educate the 202,099 students retained during the 2006–07 school year. With budget cuts prevalent across the nation, the problems of continuing these sorts of difficulties indefinitely are readily apparent.

Cost of Retention to Society

The social cost of retention is directly influenced by the increased number of dropouts. Students who leave school prior to receiving a diploma tend to have lower earnings over their lifetime, which means they will pay fewer taxes, and may even be more dependent on social services. A significantly high number of incarnated individuals are dropouts, as are those who tend to commit certain crimes. The cost of retention for society clearly has an impact.

When examining the impact and cost of student retention, do you feel it is even worth considering as a sound education policy?

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Matthew Lynch published in EdTech & Innovation, Higher Education, Trending Topics

Why Professors Shouldn’t Ban Smartphones

As smartphones have become more common, educators have struggled with the question of what to do with smartphones in the classroom. For K-12 educators, the answer has been to ban smartphones from the classroom completely. College professors have also banned smartphones in increasing numbers. But now there’s some evidence to suggest that banning smartphones in the college classroom isn’t such a good idea.

A study conducted by researchers in Singapore found that undergraduate students who were allowed to keep their phones with them actually scored better on tasks that measured their cognitive functioning. Even when they weren’t allowed to use their phones, students who were allowed to keep their phones in their pockets performed better than students whose phones were confiscated.

In this case, researchers theorized that the poor performance by students without phones was due to a kind of smartphone withdrawal. When students had their phones taken away, they may have been anxious about missing out on something—a text message or friend request, for example. This anxiety could take students’ minds off of what they should be learning.

Smartphones could have academic uses

While professors may be quick to ban smartphones, it’s rare to find a professor who doesn’t allow laptops in the classroom. Most professors who allow laptops but not smartphones would likely argue that laptops can be used to take notes or for other academic purposes. However, as smartphones have become more powerful, they can do many of the same things.

Microsoft Office has long been the standard for productivity, and for years it was only available on PCs. Today, many smartphones can run Microsoft Office applications such as Word, Excel, and PowerPoint. Smartphone users can also find a wide variety of apps that replace old paper-and-pencil methods. There are apps for note-taking and calendar apps that students can download for free.

In some cases, smartphones are even better than laptops. In addition to being easier to carry around, smartphones have features that laptops lack. Smartphones enable students to instantly snap photos of anything the professor presents, such as charts, pictures, and diagrams that may help them understand concepts when they study.

Smartphones are also a great tool for student who like to record lectures. Students no longer have to carry around a recording device—they already have one in their pocket. Listening to those recorded lectures is a lot easier with a smartphone, too, since students are never far from their phone.

Smartphones are always handy

The fact that students always have their smartphones with them actually makes their phones a better tool. Anything that students save on their phone, whether it’s a recorded lecture, class notes, or pictures, is accessible anytime.

Cloud-based apps, like Google Drive, have made it even easier for students to access information on their phone. Students can store anything they want on the cloud using their phone, then go home and review what they saved on a laptop or tablet.

Banning smartphones might be impossible

Any professor who’s tried to ban smartphones can attest to the fact that it isn’t easy to get students to give up their phones. There will inevitably be students who try to sneak their phones in anyway or refuse to hand them over. This can lead to wasted class time, as professors are forced to argue with students or impose consequences on those who refuse to comply.

Ultimately, trying to ban smartphones is nearly impossible. When it is possible, it can end up taking up more time and effort than it’s really worth. After all, if college-aged students are so distracted by their smartphones that they aren’t learning, it may be time for them to learn a lesson about using technology appropriately in the form of a lower grade. Smartphones, like laptops, are a tool—they can be used for academic purposes or can be a detriment to learning. It’s up to students to find ways to use them correctly.

Can professors make smartphones a useful classroom tool, or are they too much of a distraction? Tell us what you think!

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Matthew Lynch published in EdTech & Innovation, Trending Topics

Using EdTech To Get Your Learners Motivated and Active!

Learning by using technology can be fun, productive, educational, and can engage all types of learners, regardless of their ages! Younger students can be motivated to learn through active games, programs, and apps. Older students can be motivated through the use of interactive projects with groups or individually, or viewing media. iPads now being provided by many public schools have a wide variety of apps for student learning that include opportunities for STEM (science, technology, engineering, mathematics) learning. Regardless of the age of the student, technology, if used correctly, can provide students the perfect supplement to traditional style classroom learning.

Learning Together

Many professionals, educators, and researchers have reported the benefit of using technology in and outside the classroom to improve learning. According to the Office of Ed Tech, learning by using technology in a group of two or more can be very beneficial. The Office of Ed Tech, part of the US Department of Education, reports that when working with young learners, in particular, it is important to work with them side by side when engaging technology or watching media. By sitting with a young learner, we are able to ask them questions about what they are doing, viewing, and learning. We are asking our young learners to not only engage with the technology by also with their educators and peers. Of course, the Office of Ed Tech also notes that too much time in front of a screen, an app, or other device is not ideal for young learners. Children should still be encouraged to engage in forms of play suitable to the child’s age, as play is also a healthy part of a child’s development.

Learning Through Games and Online Resources

Not every technology, resource, or app requires students to be sitting still and not moving. There are many apps that you can use in the classroom to incorporate active learning into your lessons. https://quizlet.com/mission is one program that allows students to become engaged in active learning. Quizlet, used by millions of learners from across 130 countries, gives students practice questions, and students can learn through online quizzes and games. Other websites such as http://www.elllo.org/english/Mixer.htm offer online quizzes in many subject areas for a wide variety of learners. If you are offering your students a “mind break,” and have a rainy day, try releasing their energy through programs on the Wii, such as Wii Fit. Another highly recommended online game to get students active and moving is Kahoot! Kahoot, as described by EdSurgeNews, is an excellent resource for students of all ages. Teachers can also find more ideas for active learning on social medias sites such as pinterest.com and viewing boards on teaching materials such as the one available at https://www.pinterest.com/allisonnier/active-learning/.

iPads, Anyone?

iPads are possibly becoming one of the most popular resources for games and learning inside and outside the classroom. iPads are slowly popping up in classrooms across the country as resources for teachers in the classroom; they can be used as tools in the classroom, and many low-cost or free apps are available to student learning. For example, according to Willow Becker, Hopscotch, is a free app that encourages learning about technology and coding for students in grades 4 to 6. Willow Becker also mentions that there are many free apps now available to teachers included and not limited to NASA Visualization Explorer for all ages, Get the Math for middle and high school students, Earth-Now Jet Propulsion Laboratory App for students in grades 5 to 12, and DIY Nano for ages K-5. Many programs are available not only on iPads but also online if your school does not have access to iPads.

The Classroom of the Future

Whether your students are working individually or in a group, technology can be used daily in our classrooms as a way to enhance learning. Regardless of the types of technology that you have available to you, there is something for everyone. Teachers can use online programs that allow them to develop their own Jeopardy questions, or they can present materials in the form of visual media. For older learners, Ted Talks can be a great way to introduce a topic, and launch a classroom discussion. From discussions about global warming to ancient history to equal opportunities for students, Ted Talks are an excellent way to engage your learners and encourage them to think for themselves and develop their own opinions. There is something for everyone in the classroom of the future, whether it be free or low-cost iPads and games, the Wii, or online quizzes and games such as the ones found on Quizlet and Ello, there are endless learning materials available at a range of costs for every level student.

 

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Matthew Lynch published in Assistive Technology, Early Childhood & K-12 EdTech, Higher Education, Trending Topics

20 of the Best Virtual Reality Games in Education

As the edtech market explodes, established companies and startups are scrambling to be the first to take advantage of the “next big thing.” For many, that means entering the virtual reality market, or more specifically creating virtual reality games. With so many companies and startups developing virtual reality games, how can schools and private citizens decide what product to spend their money on? This may seem like a simple choice, but making the wrong decision can cost you a lot of your hard earned money, and stunt the user’s intellectual growth and development. As you can see, the stakes are very high, and the margin for error is minuscule.

Since we have been covering this market for several years, we feel as though we are experts in predicting what virtual reality games will give you the most bang for your buck. That’s why we decided to create a list of the best virtual reality games in education so you can make an informed decision. The games that we chose to feature are either free or low cost, and we tried to stay away from more pricey options unless their value proposition was worth the high price tag. Without further ado, here is our list of the best virtual reality games on the market.

  1. Star Chart – with over 20 million users this app brings the universe a little closer. Students can learn about constellations by aiming their phones at the night sky. There are additional features that allow students to interact with facts about planets and space discovery.
  2. Google Translate – while conventional Google Translate may not sound like a VR app, its new camera feature students can translate 30 languages by aiming their camera at a Students can watch in real time as the text is translated. This additional feature is great for language student
  3. Cleanopolis– Fighting climate change becomes interactive with this app. Students learn about CO2 and battle along with Captain Clean to save the world. Not only is this a fun game but the educational quality would make it great in any science classroom.
  4. Public Speaking VR – practice the skills of public speaking with this immersive VR experience. With photorealistic environments, students can prepare for a job interview of a class presentation.
  5. Quiver – Watch colored in creations come to life with Quiver. Though VR technology, 2D images become 3D and “walk “ off the page. Ideal for younger students.
  6. Boulevard – Art classes can now be supplemented with visits to some of the world’s best art museums. Students can tour six art museums, interact with famous artworks and learn about the art, all thanks to the advancements of VR technology
  7. Unimersiv – History comes alive with the apps developed by Unimersiv. Students can explore ancient Greece, the Titanic or the Egyptian Mysteries.
  8. InMind– Neurons and brain tissue have never looked more realistic. Travel into the brain and learn about anatomy with this great app.
  9. Apollo 11 VR – Be part of one of the most significant space expeditions. Though VR technology, students can have a front seat in this documentary style app. This award winning app is pushing the possibilities of VR as an educational tool
  10. Earth AR – See the globe from new unseen angles. Motion detection and zooming capabilities will make geography more interactive.
  11. Cospaces– creating virtual realities is not as impossible as it sounds. Students are actively involved in the creation and creative process that goes into building a VR world
  12. TiltBrush – Creating 3D paintings is every artist’s dream, and now with TiltBrush, it is a reality. Painting Is done using a handheld “paintbrush,” and the creation possibilities will be awe inspiring for any creative student.
  13. Anatomy 4D – study the human body with clear images that come to life. Ideal for biology students or anyone with interest in the inner workings of the body.
  14. Sites in VR– explore famous landmarks in all their splendor. With an emphasis on Islamic temples, tombs, and ancient cities, students will get to see sites that otherwise would be inaccessible
  15. King Tut VR – Explore the tomb of the legendary Egyptian king and get lost in the secret chambers full of hieroglyphics and treasures
  16. Flashcards- Animal Alphabet – Made for younger students, this immersive flashcard game teaches students words while bringing it all together with some colorful animal friends
  17. Imag-n-o-tron– Stories jump off the page with Imag-n-o-tron. Downloadable content makes this app suitable for any age. Students improve their reading while engaging with complimentary images making the VR world an educational space
  18. EON Experience – This collection of VR lessons encapsulates everything from physics to history. Students or teachers can create their VR lessons from preloaded content.
  19. Titans of Space – This guided tour of space is both informative as it is breathtaking. With voice overs, facts and scored music it is a cutting edge VR product.
  20. Discovery VR Discovery TV channel compiled all the content for this app. Students can explore exotic natural locations and interact with our planet in a futuristic way.

Well, that’s it for our list. Did we miss any?

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: Who are the Students at Risk for Retention?

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

As an educator, how should potentially “at risk” students be identified? Is there a sector of the student population that should receive more attention based solely on their disadvantages or lack of support?

Fundamentally, both social promotion and retention work on the principle that typical children should master certain material according to an age-grade classroom structure. In other words, both policies assume there is such a thing as a typical child, and that most children are typical.

They also assume there is a ready way to gauge how typical children develop. While this last contention is fairly reasonable and is foundational to a whole range of developmental research, the merits of the other two are debatable. Are they reasonable enough to be a foundation for education? For an entire institution of public education?

We can at least agree that the emphasis on what is “typical” is an obvious limitation of both policies. Is it logical to base an education policy on this notion? At best, there is an applicable range for developmental trends and abilities. Those trends and ranges serve to help parents, educators, and even health practitioners garner a basic idea of how a child should be developing. But there is always a scale, and there’s seldom the expectation that every child will meet the same developmental criteria at the same time. That is, in any area except education.

Retention often takes place in earlier grades, with most retention occurring in grades K–3. The vast majority of these retentions take place in kindergarten or first grade, which is consistent with the focus of state-level retention policies. Children with certain background characteristics are at a higher risk for retention, inevitably creating a public policy issue for the public education system.

Perhaps most strikingly, we see that children from low socioeconomic backgrounds and children of color are more likely to be at risk for retention. Research shows that boys are more likely to find themselves retained than girls. Children with attention issues, behavior issues, or delayed development are also more at risk for retention, as are students whose families tend to be more mobile. Children from single parent homes, or homes where parents have low educational attainment, are also at higher risk for retention.

Children who are young for their grade level and children are who are small for their age seem to have a higher risk of retention, although the evidence for this is inconsistent. The increasing population of English Language Learners constitutes yet another group of children at risk for failure. For children with multiple at-risk characteristics, the incidence of retention increases.

Because of the varying strategies for addressing learning issues by state, students are also at a relatively higher risk for retention in certain states. Those states employing more regular and rigorous assessments by age tend to create a greater risk for retention for students. These assessments are interventions in their ways, though, further clouding the actual benefits or disadvantages inherent to retention.

Given that retention is so often based on testing, there are inevitable risks based on whether students are good exam takers. Some exceptional students just do not perform well under exam conditions. In addition to this, we see some disparity in terms of subject testing, since there are different assessment types and methodologies depending on the knowledge area or skills under examination. Subjectivity comes into play to some degree, with written assessments and even non-test-based assessments, for which retention policies rarely make allowance.

In the states that administer high school exit exams, there are pass rates between 70-90 percent. For states that report disaggregated data, a substantial gap exists between pass rates for white students and students of color. For example, there are gaps ranging from 13-36 percentage points between white and African American students on mathematics tests, and 8-19 percentage points on tests of English Language Arts.

The differences between white and Hispanic students range between 2-23 percentage points, and 9-19 percentage points, respectively, for mathematics and English Language Arts. High school exit exams leave no time for improvement, however. Poor performance on state high school exit exams often leave students discouraged, and many end up dropping out of school rather than opting to retake the exam. The obvious problem being that students may be permanently set back as a result of a single test or because of a single area of struggle.

How do you feel educators can impact at risk students best? Should different instructional methods be utilized for various at risk student groups? Further, how does one determine which instruction techniques will be best suited for the particular group of students needing intervention?

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: Effective Retention Polices – The Chicago Case

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

The goal of retention policies is to ensure that students who move to the next level of learning have mastered the required knowledge and skills. The accompanying exemptions and alternative paths surely beg the question: do retention and the various related supported elements thwart social promotion?

The problem is simple: some children may progress from grade to grade without reaching state required benchmarks. Most states and school districts worry about the number of students who are retained without alternative avenues for promotion being made available. The consensus, spoken or not, is that retention does very little to solve the underlying problem of retention and social promotion.

The retention policy path in Chicago, for instance, provides an overt example of the challenges associated with the implementation of retention policies, and how social promotion can creep into well-intended policies meant to discontinue the practice.

The Chicago Public School System (CPS) developed a retention policy where none existed at the state level. CPS believed that a retention policy would result in students working harder, receiving more attention from parents with respect to their schooling, and experiencing more focus from teachers when at risk for retention.

Initiated in 1996, the CPS policy required students in the third, sixth, and eighth grades to reach specified scores on standardized tests for reading and mathematics, or face retention. The policy also included a summer school attendance requirement for students – the top method for avoiding retention and a transition program designed to improve reading skills of eighth-grade students. The goal was to ensure that upon entering high school, students would be able to read high school level textbooks. By 2011, the retention rate had shrunk from 15 percent (at the time the policy was initiated) to 4 percent.

However, reduced retention rates have reportedly not been the result of improved achievement among students. Both implementation and structural components of the policy have weakened over the years, which in effect compromised the policy’s original intent. CPS did not have effective means to enforce consequences for children who were not meeting policy promotion requirements. Students who were obligated to pass summer school to avoid retention were allowed to enter the next highest grade, without attending summer classes. High school freshmen were required to pass all freshmen level classes, however, and to achieve certain scores on standardized tests, or attend summer school to escape retention. Following later adjustments, all students who did not meet the freshman promotion requirements after their summer school attendance went into a class for failing students when they returned to school in the fall.

Given that summer school was an instrumental component of the CPS’s policy, there was concern that if too many students were scheduled for retention, the number of summer school slots would be insufficient to handle the volume of students required to attend. The number of students performing below grade level was already substantial at the inception of the policy. Setting unattainable expectations for performance on standardized tests would simply result in an imbalance in the number of students required to attend summer school and slots available to accommodate them. Ultimately, the CPS made it easier for students to avoid retention despite poor academic performance. Achievement test scores needed for promotion were lowered so that more students were eligible to move ahead.

In the end, summer school and other interventions outlined in the CPS retention policy proved insufficient to support the number of children affected – which was somewhat inevitable, based on early number projections. Further disaster followed, with budget cuts that reduced the impact of the policy even further. As a result of the CPS budget cuts, summer schools were in session for fewer days. Summer school class sizes also increased, undermining the potential for teachers to give proper attention to students. Budget cuts also meant a redistribution of funds initially slated to add additional teachers to schools with high numbers of retained students. Various tutoring programs were either cut or discontinued through the process. As is the case with many retention policies today, educators went ahead and promoted students if the alternative was retention for more than one year.

Social promotion was not the primary problem facing CPS, though. Replacing social promotion with retention did not address the paramount and critical objective of the system: to increase learning among more students.

The CPS retention program is a good example of noble intentions gone awry. What can we learn and apply from the CPS initiative moving forward?

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Matthew Lynch published in Early Childhood & K-12 EdTech, EdTech & Innovation, Trending Topics

What Are the Benefits of Using Virtual Reality in K-12 Schools?

Virtual reality is one of the biggest trends in education, right alongside makerspaces. However, if you ask the average educator what the benefits of using VR in the classroom are, many would draw a blank. Why? Because a lot of educators literally jump on the bandwagon of the newest technologies without doing their homework. In the end, their students suffer. If you are an educator who currently uses or wants to use virtual reality, but don’t fully understand its full capabilities and benefits, then I am talking to you. Not to fret, if you keep reading this article, you will find out what all the hype is about, and how virtual reality technology can help your students prosper.

Allows students to experience things that are not possible in a traditional classroom. By using a VR headset or device, students can be transported to places and environments which are not readily available to them. This enhances their learning experience and can help them visualize things that were previously only theoretical. Imagine if you a student who is learning about the American Revolution and are curious about the life of a “redcoat” or British soldier. With the help of virtual reality, you could be transported to the Battle of Bunker Hill and experience it firsthand. The first thing that you would probably notice is the sense of urgency in the air, and the fierce fighting going on all around. While this would not be appropriate for younger students, older students could certainly benefit from the experience. These types of experiences also help students connect to the material being presented, and the importance of learning history.

Makes students interested in learning. Students love to watch something as opposed to reading or hearing it. By creating a visual representation of the materials being taught, students become engaged more than ever before. Things that they would never be able to experience in real life, all of a sudden become tangible. This motivates students to learn, and suddenly learning becomes a passion, not a requirement. It doesn’t feel like work anymore, it seems like fun. As a general rule, when we enjoy something, we do it with more purpose and drive.

Eliminates the language barrier. The language barrier is usually a problem when it comes to international education. If you want to study in another country, you have to have a decent command of the language. With virtual reality and its subsequent software, every possible language can be embedded into the learning experience. Language is no longer a barrier.

Did I leave anything out?

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Matthew Lynch published in Policy & Reform, Trending Topics

4 Things That Educators Should Know About Education Reform

The United States educational system has undergone several reforms in response to the ever-changing needs of society. As high school graduates are expected to become a part of the national workforce, the output of schools needs to be in line with the expectations conferred on the national workforce as a whole. In this article, you will be guided through the major reforms that have taken place in the United States.

Reform refers to rectifying something that is unfit for its purpose. It is an ongoing process. Your educational experience was likely influenced by reform, and no doubt you too will be required to make certain adjustments or changes in your style of teaching on the basis of new reforms. Reform initiatives are also powerful sociopolitical agendas, which may determine the education you receive to become a teacher, the structure of the school in which you will teach, or the perception of what constitutes “effective teaching” as you begin your work as a new teacher.

To understand actions to change today’s education environment, you must have an understanding of reforms of the past. This will not only help you to become a better teacher; it will also allow you to use this knowledge when you become involved in the making and shaping of educational policy. Developments in technology, growing concerns around sustainability and increasing globalization, and the diverse multicultural society that has developed all put pressure on the educational system to change and undergo reforms. You never know what challenges the future will hold in this regard, or when you will be called upon to comment on or participate in reform initiatives.

Of fundamental importance to any discussion of educational reform is the role played by major stakeholders in the U.S. educational enterprise. As result, throughout this article we address the roles played by school districts, the states, and the federal government, and the impact of each on education reform. We also look at your calling to be a teacher, and the role you will play in enacting and participating in educational reform.

What education reforms in the United States have influenced how education is viewed and practiced today? The Commission of the Reorganization of Secondary Education’s 1918 report recommended that high schools offer a more diverse array of material than purely academic subjects. Subsequent reforms bolstered the provision of electives, and introduced guidance counselors and vocational training. The 1983 A Nation at Risk report suggested that the United States was failing to provide an adequate education. This report led to reforms in standardizing academic content and to a focus on standardized testing. In the 1980s and 1990s, teachers reacted against the confines of the standardized testing model. Growing awareness of poverty led to “full-service” schools, which provided health care, parent instruction, and more. In the 2000s, more diverse opportunities were on offer, including a rise in homeschooling, charter schools, and virtual schools. With the school voucher system, magnet schools, and open enrollment, strictures on attending public schools loosened somewhat.

What role (current and historical) has the school district, state, and federal government played in educational reform in the United States? District involvement in educational reform has traditionally been heavy, but recently districts are becoming more decentralized, giving more power to school boards and principals. States were initially interested in results-based reforms, focusing on grades and test scores. In the late 1980s, states moved toward more deregulation, which lasted about a decade. In the 1990s, states restructured schools in ways that fostered student development and empowered teachers. The No Child Left Behind Act in the early 2000s returned to a focus on standards-based education, though it has been heavily criticized and is viewed as being in need of reform. In the early 2010s, the federal government created the Common Core Standards, which provide teachers with insights into the skills and knowledge students require to excel.

At the end of December 2015, President Obama signed the Every Student Succeeds Act (ESSA) into law, effectively sweeping away NCLB (Nelson 2015). The new bill made major changes to federal education policy. One thing that changed with the ESSA was how teacher performance is evaluated. States now have the ability to individually appraise how well its teachers are doing performance wise. Another alteration under the new law will allow states “to come up with their own way to determine the quality of their local schools.” This means that test scores are no longer the sole deciding factor for school performance.

ESSA lists music as a component of a well-rounded education and gives it more support than previous policies when it comes to access and funding. The law also means federal grant funding is opened for states and local school districts to support music education programs and further train music teachers. ESSA has been a long time coming. Considering that NCLB had needed an update since 2007, it is shocking how long it took to sign this new law.

What are the most significant trends and developments in educational reform in the United States today? Alternative teacher education programs are growing, though there have been criticisms that they focus on quantity rather than quality. The Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE) are in the process of merging into a single body called the Council for the Accreditation of Educator Preparation (CAEP). NCLB has expanded parental rights by giving them more public school options. More collaboration between educational bodies at the state and district levels are helping to improve policy coordination. The idea of year-round schools is gaining ground among some reformers. Value-added assessment, which focuses on individual improvement rather than comparative scores, is another idea on the rise.

What factors promote successful reform? The creation of a “road map” is key to sustaining reform. Schools need commitment; ongoing improvement and development; adequate time to accomplish reform; effective, sustained leadership; and adequate funding. Accurate and effective evaluation of the reforms is also crucial.

Did we miss anything?

Click here to read all of the articles from this series.

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Matthew Lynch published in EdTech & Innovation

Ten Apps to Help Students Develop Writing Skills

Communication skills are of vital importance in the world today.  With an increasingly reliance on technology, teachers sometimes fear that students are losing the art of face-to-face and formal written communication.  But instead of fearing technology’s impact on student communication, why can’t teachers leverage technology to help students hone their written communication skills?  Whether students are still struggling with basic to complex grammatical concepts, or they need help elaborating their thoughts in thoughtful, sensical written pieces, teachers can rest assured: there’s an app for that!

Grammar & Spelling Skills

Building students’ grammar and spelling skills is foundational for strong written communication.  The following apps are great tools for helping students master grammar and spelling.

  1. Sentence Builder

Winner of the 2010 IEAR Language Arts App of the Year, Sentence Builder is an app geared toward elementary students.  It uses a game-like interface to teach students to form grammatically correct simple, compound, and complex sentences.  The app offers audio reinforcement, progress monitoring, and a “teen” module for older or struggling ELA students.

  1. American Wordspeller

Spelling is a cornerstone of strong writing.  But how can students locate a new word in the dictionary if they don’t already know how to spell it?  American Wordspeller is an app that can solve this problem by helping students to “find a word by the way it sounds!”  Students can type the first two to three letters that they think the word starts with, and American Wordspeller will use a predictive function based on the letters’ sounds to generate a list of suggested words and help the student identify the word he or she is looking for!  This app builds agency and confidence in proper spelling.

  1. The Interactive Grammar of English

Written by a team of linguists from the University College of London, the grammar in this app is based on the most current research and reflects real situations and real sentences, not just the repetition of archaic rules.  The app is progressive, spanning concepts from basic level understanding to complex, collegiate-level pieces of writing.

  1. No Red Ink

Technically, No Red Ink is an interactive website, but it is so functional and easy to navigate, that it has earned its place on a list alongside self-contained apps!  No Red Ink is a personalized approach to drilling grammar skills.  The site uses the students’ self-reported interests to build sentences that pretest, practice, and evaluate students’ grammar knowledge and acquired learning.  Teachers can set the topic for a class, monitor student progress, and peruse the data provided by the site reflecting students’ achievement.  It’s an easy and effective grammar skill tool.

Writing Skills

  1. Writing Challenge App

The Writing Challenge App allows students to enjoy writing in the guide of a fun, interactive game.  The app provides a prompt to get student writing started…then, every minute, the app supplies another prompt to add new ideas, words, characters, sentences, places or actions to the plot.  Students who have a hard time getting started with creative writing assignments will enjoy the fast-paced, game-like setup of this app.  And in the end, they’ll have been inspired to write an entire story!

  1. Writing Prompts

This app generates fiction, and nonfiction writing prompts, helping students master the skill of the short write.  The app uses current events, scene elements, words, pictures, colors, and even random tidbits from fiction works to inspire students to write both short and long pieces.  The 600 creative writing prompts are available both on- and offline to encourage student writing wherever they may be.

  1. Story Builder

Story Builder is an app from the same company that produces Sentence Builder.  Story Builder was Huffington Post’s 2011 winner of Best Reading App.  The app is designed to help students improve paragraph formation, integration of idea, inference, and abstract thinking and expression.  The app’s use of audio clips promotes access to writing skills, even for students with special needs.  The app offers a talk-to-text function, which allows students to narrate their thoughts and see them transformed into paragraphs; this is an essential scaffold for struggling writers.

  1. Write About This

Write About This is an app that addresses all genres of writing throughout elementary school, engaging students and making them feel excited about writing!  Educators report that even struggling writers are engaged and motivated by the game-like feel of this writing app; by the end of its integration, many couldn’t get their students to turn it off!  This app is worth investigating for teachers of reluctant writers.

  1. Storyrobe

Storyrobe allows writers to write, share their work, and receive feedback from others.  This is a great way to integrate student editing and revision as well as teaching how to incorporate positive feedback to writers.  With this app, you can easily save and upload your story to social media platforms as well!

  1. Google Docs

For traditional essay writing in classrooms, there is no better app than Google Docs!  Google Docs has all the traditional functionality of Microsoft Word but allows for collaboration between students and for easy-to-give and easy-to-receive feedback from teachers through the commenting and suggesting functions.  When paired with Google Classroom, Google Docs makes the assigning, collecting, and grading of essays a breeze for teachers and students.

It’s time to harness technology’s strengths, instead of dwelling on their weaknesses.  While written communication can, at times, be undercut by social media, teachers can also use it to motivate students to write more and write better.  By tapping into these writing apps, teachers can get their students invested in improving their writing skills!

 

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Matthew Lynch published in Policy & Reform, Retention & Social Promotion Series, Trending Topics

Pass or Fail: Did you Know that State Policies Impact Retention Rates?

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively.

While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country?

The state you live in determines retention policy and procedures. Do you think state level mandates are a fair and appropriate way of addressing the challenges we face in education? Does it make sense that a student in one state may be promoted to the next grade, yet retained in another state based on differing policies?

The first point of consideration for state retention policies is the Taking Responsibility Report that suggested that children lacking reading skills should not be promoted beyond the fourth grade. The report precipitated the move by some states to establish “no social promotion” policies in the form of retention laws. In most instances, however, and at a state level, this policy established third-grade reading skills as a benchmark for promotion beyond third grade. The first of these policies emerged quickly.

The second point of consideration is the so-called benchmark for educational progression. Indeed, a basic state-level policy review shows that most states require the retention of children who do not meet stated promotion requirements. Colorado’s statute, for instance, recommends retention when students do not meet learning standards. West Virginia’s statute also allows for but does not require, retention.

So-called model retention laws, such as those passed in Florida, still allow for “good cause” retention exemptions. Schools can promote children if they pass an alternative state-approved reading assessment or demonstrate they have met the state required level of mastery based on their student portfolios. Limited English speakers – those students with less than two years of English instruction – are also exempt. So too are special needs students whose Individualized Education Plans, or IEPs, state that standardized testing is inappropriate.

Florida students with IEPs or 504 plans who were retained in kindergarten or first or second grade, and who continue to have deficiencies after two or more years of reading remediation; and students who continue to have deficiencies after two or more years of reading remediation or who were retained in kindergarten or first or second grade for a total of two years are exempt, as well. Basically, no special education students have to meet state standards.

Most states with retention and exemption laws include categories similar to those included in the Florida law to get around the issue of those with special education needs. Other states, however, allow for teacher or principal recommendations as an exemption category. Georgia is the only state that allows for a parental appeal of retention. Many state policies also include contingencies for retention. They may, for example, require that the child is retained if he or she does not participate in a summer school intervention plan. A child may also be promoted only if he or she receives remediation at the next grade level.

Most retention takes place in kindergarten through third grade. Some states do not have policies that allow retention at higher grade levels. Of those that do, it’s notable that West Virginia’s statute also requires retention in the third through eighth grade. Texas children can be retained in grades three, five, and eight if they do not perform at required levels on reading and mathematics exams. Although the state of New York does not have a retention policy, New York City established a policy for grades three, five, seven and eight with proficiency required in English Language Arts or mathematics.

In the United States, there are two identified spikes in retention rates by age. Students are statistically most likely to be retained at the age of six or at the age of twelve. Retention takes place at the high school level, too, precipitated by performance on high school exit exams. In this case, young people unable to pass an exam by the time they complete twelfth grade do not receive a diploma. This is a form of retention, too, in that students are not able to move to the next level, whether it is career or college entry. Currently, twenty-six states have high school exit exams.

Although high school exit exams vary from state to state regarding content tested and opportunities for retakes, most states administer exams that cover reading, writing, and mathematics at levels that should have been addressed by tenth grade. Some states allow students to retake these exams and some allow for alternative exams, alternative routes to graduation, and remediation programs for students who are unable to pass the initial administration of the exam. Minnesota, Oregon, and Texas have specific alternate routes to graduation for English Language Learners who have been in the United States for a limited number of years. All states provide for modified or alternate assessment for students with disabilities, as well as waivers.

How does your state compare to others in terms of retention? Do you agree with the current policy in place for your particular state?

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Matthew Lynch published in Early Childhood & K-12 EdTech, EdTech & Innovation

Edtech’s Ideal User Interface Requires More Than Simplicity

Most discussions regarding the development of educational technology boil down to one key factor: How easy is it to use? Simplicity is often the name of the game when it comes to creating new technologies — any application or tool that doesn’t offer an optimal experience in terms of usability is usually rejected in favor of one that has a better user experience.

While simplicity and usability are undoubtedly important considerations when developing educational technology, educators have other priorities as well. The most well-designed, elegant solution is meaningless in the face of other deficiencies, which means that edtech developers need to consider the entire experience and role of the technology in the classroom if they expect their products to be embraced and successful. Everything from the graphics interface to the page layout must be designed so that it supports the cognitive processes of learning to improve outcomes.

What does this look like? Good user interfaces incorporate any number of features, but the following are among the most important.

Graphics User Interface (GUI)

The look and feel of any educational technology tool, whether an online classroom, an educational game, or a multimedia presentation, is important to the effectiveness of the overall learning experience. All too often, the GUI dominates the experience to the point that the content becomes secondary to the colors, design features, cartoon characters, logos, and more.

This creates a cognitive overload, in which more of the user’s attention and brain power is devoted to processing the graphics than on the subject matter being presented.

Ideally, then, the GUI should play a secondary role to the content, or enhance the presentation. On a more technical level, this means choosing the right technology for the device or product, e.g., 8-bit, 16-bit, or 32-bit graphics processor, as well as the right colors and design. At the same time, the GUI must be responsive, and compatible with a variety of different devices and screen sizes. Consider developing interfaces that borrow characteristics from familiar websites or games, which help make the product more intuitive and comfortable for students to use.

Also, when choosing graphics for the product, avoid adding graphics or photos simply for decoration. Although studies indicate that most learners are more successful with a combination of text and graphics, that doesn’t mean adding random or unrelated graphics just to break up the text. Graphics should always serve a purpose, whether to explain a concept (especially those that would otherwise be invisible), indicate transitions and progress, show relationships, or indicate the structure of the learning. When technology is designed in this way, it has a better chance of being attractive, intuitive, and effective.

Add a Human Element

It almost seems counterintuitive, but some of the most effective educational technology tools are those that include a human element in the instructional. Studies indicate that people learn better when they perceive some type of social presence, rather than a disembodied “other” providing the instruction. This can be accomplished as easily as using a conversational tone, but most edtech developers also include a virtual agent of some type, whether an avatar, cartoon character, or just a human voice providing narration.

However, while virtual agents can have a positive effect on the learning, it can also be distracting when the agent is used for entertainment rather than instruction — or overused. In other words, a cartoon character that provides an occasional hint or guidance is effective. A cartoon character that pops up every two minutes will quickly become annoying. In addition, your virtual agent doesn’t necessarily need human appearance. As long as the agent exhibits human-like behaviors, such as gesturing, it can be effective, especially when accompanied by a human voice.

Offer Feedback and Control

Learning is most effective when it includes feedback and a give and take between the student and the instructor. Effective educational technology includes ample feedback, not only about student performance, but about progress. Design your product so that it responds to user commands; even something as simple as a green light or click sound when the student answers a question can provide assurance that they are on the right track.

And finally, give users some control. While they may not be able to control the sequence of the content or which tasks must be completed, include features like video control, the ability to review older material, or save their progress and exit. This helps learners become active participants, and not simple passive observers.

Educational technology is a growing and expanding field, and developers are still working on the ideal methods of instruction. But understanding how people learn, and using that information to guide product design, will ensure better outcomes in every respect.

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