EdTech & Innovation

Matthew Lynch published in EdTech & Innovation, Higher Education

Learning Upgrade launches interactive whiteboard courses

New Teacher Upgrade math and ELA lessons combine a front-of-class solution with individual instruction using songs, videos, and games.

(SAN DIEGO, CA) November 4, 2015 – Learning Upgrade today launched new whiteboard courses to provide a whole-class solution that make lessons convenient, rigorous, and collaborative for teachers.

Teacher Upgrade courses offer a new way for teachers to engage with an entire class of students through interactive, whole-class activities accompanied by differentiated individual lessons. Each Teacher Upgrade lesson incorporates exciting songs, videos, and games that engage even the most reluctant students. Teachers play the lessons using a computer and a data projector or interactive whiteboard, such as a Smart Board or Promethean board.  Students solve problems by pressing buttons or moving objects on the screen with a pen or finger.

With more than 500 standards-aligned lessons that support student mastery, educators can easily launch Teacher Upgrade from the “students” or “courses” tab on their teacher dashboard. With quick access to high quality lessons that cover every standard, teachers are able to avoid searching for content and focus more time on effective teaching.  Teacher Upgrade includes every lesson from Math Upgrade K–8, Pre-Algebra, and Algebra; as well as English Upgrade 1–5, Reading Upgrade, and Comprehension Upgrade courses.

“Teachers have asked for a simple way to access all of our musical lessons for whole-class instruction. We are excited to offer Teacher Upgrade to meet their needs,” said Vinod Lobo, co-founder and CEO of Learning Upgrade. “Providing teachers with rigorous lessons that engage all levels of learning abilities and styles is paramount. The new Teacher Upgrade lessons are a great way to help a wide variety of students—including special needs students and English learners—reach mastery at their grade level.”

For more information about Learning Upgrade, or to register for complimentary access to all of their resources, visit them online at www.learningupgrade.com.

About Learning Upgrade

Founded in 1998 by educators, musicians, artists and programmers in San Diego, Learning Upgrade designs innovative, engaging lessons to support struggling students in reading and math. Through the incorporation of songs, video, games, and educational research, Learning Upgrade has helped more than 1 million students make learning breakthroughs.

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

District 49 Partners with myON to Present Leaders in Literacy Summit

Colorado district to host November 5 event to highlight best practices in reading readiness 

(Peyton, CO) — On Thursday November 5, 2015, District 49 will host the Leaders in Literacy Colorado Summit. The Summit will provide educators with tools to achieve third-grade reading readiness and college and career preparedness. Leaders and teachers from around the state will also share their best practices for boosting literacy achievement.

The complimentary event, taking place at District 49’s Creekside Campus from 8:30 a.m. to 2:30 p.m., will include a keynote presentation, breakout sessions, and a panel discussion.

“At District 49, we believe high-performing teams are the engines of innovation and productivity, and are fully committed to the third-grade reading initiative and incorporating rigor and high expectations around literacy,” said Peter Hilts, District 49’s Chief Education Officer. “We are honored to be part of the Leaders in Literacy Summit, which brings together Colorado’s best to learn from each other and better support students in our great state.”

Jason Turner, Professional Development Director at MetaMetrics will be the event’s keynote speaker. Turner will focus on the importance of reading preparedness and reading on grade level by third grade, measuring and monitoring reading growth to differentiate instruction, using measures to ensure students are on a trajectory to college and career readiness, as well as understanding the effects of early literacy on lifelong success.

Breakout sessions will include presentations from Colorado education leaders District 49’s Peter Hilts, Colorado Literacy and Learning Center President Dr. Lynne Fitzhugh; and Alisa Dorman, the Executive Director of the Office of Literacy at the Colorado Department of Education.

myON, K-12 education’s leading provider of personalized literacy environments, will provide lunch and a short presentation on its 21st-century literacy solution.

To register for the Leaders in Literary Summit, click here.

About District 49

District 49 is the 13th largest school district in Colorado, serving nearly 20,000 students in eastern Colorado Springs and the unincorporated area of El Paso County known as Falcon. District 49 maintains a robust portfolio of 22 high performing schools to meet the unique needs and interests of every student.  Primary literacy, reading at grade level by the end of third grade, is the #1 priority for elementary students and schools. Elementary students who demonstrate mastery of basic academic content and skills are able to access higher levels of more specialized learning as they matriculate toward graduation and post-secondary success. As secondary students build on this strong foundation, they display increasingly divergent abilities and passions. So, the most important program in our secondary schools is designing individualized learning plans for every student. Through a program called 49 Pathways, we provide personal and academic advising to help every student identify and pursue meaningful learning.

About myON™

myON, a business unit of Capstone, has created a personalized digital literacy environment that transforms learning. myON expands the classroom for teachers and students by providing unlimited access a collection of more than 10,000 enhanced digital books with multimedia supports, real-time assessments, and a growing Literacy Toolkit that enhances the myON literacy ecosystem. myON empowers students and teachers with real-time, actionable data—number and type of books opened and read, time spent reading, results of regular benchmark assessments, and more—based on embedded Lexile assessments that measure student reading and writing growth. With myON, every student experiences the benefits of personalized literacy instruction to propel them to new and unlimited learning opportunities.

 

Event Contact Information:

Lisa Benko

myON

[email protected]

720-838-0982

 

Kristen Thompson

myON Account Representative

[email protected]

952-224-0517

 

Amber Whestine

District 49

[email protected]

719-494-8951

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

The Four Pillars of Flipped Learning

Note: Today’s guest post was written by Jessica Yarbro, George Mason University, Patrick McKnight, Ph.D., George Mason University, Kari M. Arfstrom, Ph.D. Executive Director, Flipped Learning Network and Katherine McKnight, Ph.D. Pearson’s Center for Educator Learning & Effectiveness.

While various new learning styles are making headway in the classroom, none more than Flipped Learning has made such an impact. In fact, a 2014 survey, conducted by the Flipped Learning Network™  (FLN) and Sophia Learning, revealed that in a matter of two years, the FLN has seen a 700% growth in teachers joining the FLN community, which now is comprised of more than 20,000 educators. Additionally, nearly 100% of teachers recognize the term and almost 80% indicate they have “flipped” at least one lesson in the last school year.

FLN defines Flipped Learning as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

FLN leaders determined that there is a difference (and that they are not interchangeable) between Flipped Learning and the Flipped Classroom – which has been misused by many. Flipping a class can lead to Flipped Learning, but it’s not a definite. Many teachers may already flip their classes by having students read text outside of class, watch additional videos, or solve extra problems, but to engage in Flipped Learning, teachers must incorporate four pillars into their practice: (F.L.I.P) Flexible Environment, Learning Culture, Intentional Content and Professional Educator.

The Four Pillars

Flexible Environment
Educators create flexible spaces where students choose when and where they learn. Additionally, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture
In a Flipped Learning model, in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content
Flipped Learning Educators determine what they need to teach and what materials students should handle on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.

Professional Educator
The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they need to observe students, providing them with instant feedback and an assessment their work. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential part that enables Flipped Learning to occur successfully.

While the Flipped Learning model may not work for every class, the model represents an innovative approach to teaching with the potential to create active, engaged and learning-centered classrooms. FLN’s four suggested pillars serve as ways to help educators successfully implement a Flipped Learning model. What are some other suggestions that you’ve seen being implemented in a successful Flipped Learning classroom?

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Teachers

Peering Past the ‘Pixie Dust’ of Technology

How schools can ensure that technology is used effectively to transform teaching and learning

By Jill Hobson

When it comes to technology use in schools, a persisting tendency exists to believe that infusing classrooms with new technology will miraculously change teaching and learning. Unfortunately, education technology isn’t like Tinker Bell’s pixie dust.  Sprinkling it in classrooms won’t magically transform instruction.

The novelty of new technology simply doesn’t change instruction by itself. Teachers must have guidance and direction, as well as a model for effective edtech use, in order to truly transform teaching and learning.

Today, many administrators expect technology to be used in daily instruction. The sentiment is admirable, but without setting clear expectations for how technology should transform instruction, what districts will see is “mood use.” If teachers are in the mood to use technology, they will. Otherwise, the district’s significant investment in new learning technologies may sit idly by, gathering dust.

For technology to be an integral part of a school district’s strategic improvement plan, technology directors must outline and communicate specific goals to all stakeholders. Then, they must measure progress toward that goal, continually coaching and improving as necessary.

Developing common language

The first step is to develop a common language. The education community works diligently to ensure its members have a common understanding around most aspects of instruction. For instance, if asked, “What does it mean to teach fractions effectively?” a school’s math department probably has a standard definition by which to measure learning outcomes against a stated objective. But if asked, “What does it mean to use technology effectively to teach fractions?” that’s another question altogether, and one where responses likely diverge.

Just as a school or district develops a common understanding of what effectively teaching a concept looks like, developing a similar definition for effectively teaching with technology is a must. Once established, schools can design professional development and classroom behaviors around this standard.

In developing a common understanding, school and district leaders should focus on teaching and learning, and not on the technology itself. Begin by asking questions such as: “How should instruction look?” and “What kind of learning do we want to see?” Next, leaders should outline attributes they would like to see realized in the classroom, such as students developing higher-order thinking skills; project-based and authentic learning; collaborative, personalized, and rigorous learning.  Once a common language is established, district and school leaders can begin building a vision that will be clearly defined – and understood.

Various models

Models that describe the effective use of ed-tech already exist, and they can help decision makers as they bring their vision for technology use to life.

For example, the LoTi (for Levels of Teaching Innovation) model defines technology use from Level 0 (non-use) through Level 6 (Refinement). Another model, Grappling’s Technology and Learning Spectrum, defines ed-tech use as a three-step progression: from technology literacy, to adapting, to transforming.

The Technology Integration Matrix, developed by the Florida Center for Instructional Technology at the University of South Florida College of Education, outlines five levels of performance: Entry, Adoption, Adaptation, Infusion, and Transformation. Five learning characteristics are described at each of these levels, including: Active, Collaborative, Constructive, Authentic, and Goal-Directed.

Using a model is highly effective for any entity in the education space. Promethean’s model, which guides the development of all its educational technology products, believes that ed-tech must enhance four critical capabilities for teachers, students and schools: increase student engagement, provide learning feedback, personalize instruction, and foster collaboration. Within each capability, products must allow for the three teaching and learning modalities of developing, applying, and creating.

Whether using an existing model or creating a model, districts must establish a vision for effectively teaching and learning with technology. Then, they can start to measuring progress toward their vision by collecting data.

Classroom walkthroughs

While districts should spotlight stories that demonstrate successful use of technology, it’s important to remember that anecdotal evidence doesn’t paint a complete picture of what’s going on in classrooms. It represents one sample. Peering past the ‘pixie dust’ of technology features and functions will uncover patterns of use or non-use and allow us to see what’s really happening

Collecting data is critical to this effort. One of the best ways to collect data is walking through your building, looking in classrooms, and observing how technology is being used. The point is not to use this information in a punitive way, but as a snapshot of where you are – and what actions you need to take in order to improve.

As the director of instructional technology for Georgia’s Forsyth County Schools, I conducted numerous classroom walkthroughs and developed professional learning plans based on this information. After doing more than 2,100 walkthroughs in Forsyth County, I firmly believe they should not be done alone. By conducting walkthroughs as a group, more in-depth and reliable data is collected, and the team of stakeholders can collaborate after the fact about what they observed.

The selected technology use model will determine what data to collect during walkthroughs. It will indicate the characteristics to observe and offer guidance on how to tally the observations. Many models encourage observers to create a summary of the lesson activities observed. In my experience, it’s also advisable to create a short coaching statement for the teachers observed in a given walkthrough that guide a teacher on next steps for technology integration in their classroom.

 

To delve even deeper into your schools’ technology use, focus observations and efforts on key areas for students and teachers:

  • Look at the work product students are producing.
    • Are all of the products exactly the same?
    • Does the student work simply report back facts or does it go beyond existing information?
  • Look at teachers’ lesson plans.
    • Is there evidence of project-based learning?
    • Do the plans suggest that students have ownership of their own learning?
    • Is there evidence that formative assessment information is being used to adjust the instruction?
  • Talk with your teachers, students, and parents.
    • Ask about the best examples they have seen of technology use in the school.
    • Where do those examples fall within the technology integration model for your school or district?
    • Are the examples similar across stakeholder groups or is there some difference?

Use all of this information to assess the district’s current standing with technology use. Now ask, do practices match the goals set as a district?

Look for patterns, such as an over-emphasis on teacher-led instruction, a lack of instruction guided by formative assessment data, or student projects that don’t involve collaboration, which can lead to better insights into where to focus professional development efforts. Also make sure to coach for better performance. The old saying, “There is no finish line,” rings true. Even when effective technology use is realized, encouraging continuous improvement of performance ensures students always receive the highest level of instruction.

Next steps

Four more strategies that can help make change happen in schools and districts includes:

Practice rating ed-tech use as a group. Look at several examples together, whether from one’s own district, from YouTube, or an online teaching and learning community. Free online communities, such as Promethean Planet, that contain pedagogically sound video resources can help start conversations about technology in the classroom: what works, what needs to be improved, and so on.

Have teachers observe each other. Peer-to-peer learning is a profound form of professional development. Giving teachers opportunities to see examples from their colleagues’ instruction can help visibly move the needle. In order to make observation a reality, be a resource that supports your teachers. Assist with scheduling, make connections between teachers who can learn from each other, and provide information to help guide their discussions.

Build a library of exemplary lessons. Ask teachers to share their most effective lesson plans utilizing technology to transform learning. If possible, record short videos of these lessons. Collect lessons and videos in a single repository that educators can easily access to see examples of success.

Celebrate every success. Moving from point A to point Z takes time. Changing and improving technology usage during instruction is a continuum. It’s important to acknowledge each small step taken toward the end goal.

Everyone in your school or district can be working toward the same goal of ensuring that educational technology investments effectively transform teaching and learning. The first step is aligning to a common vision for effective ed-tech use followed with a means of measuring progress and a system for continual improvement. After all, to reach the same place, we must start with the same goal in mind. Unless your goal is the power of flight – then I recommend pixie dust.

Read all of our posts about EdTech and Innovation by clicking here. 

________________

The former Director of Instructional Technology for the Forsyth County Schools in Georgia, Jill Hobson is now Senior Education Strategist for Promethean. She can be reached for questions at [email protected]

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Matthew Lynch

Mainstream Technology Gives Lift to Assistive Learning

The concept of assistive technology to help special education students achieve more in K-12 classrooms is nothing new, but the portability of many of the devices is a relatively new trend that is making a big impact on the ways students with special needs learn. Assistive technology devices used to be big, clunky pieces of equipment that drew attention to learning and physical disabilities. Today, assistive devices are often the save types of technology K-12 students are using in traditional classrooms and there is a “coolness” factor in both instances.

The way that assistive technology looks is just one aspect of the effectiveness of the educational equipment, though. The use of assistive technology is also changing to provide students with more customized learning experiences. Studies show that dropout rates for special education students are on the decline – at least partially because the technology exists to keep these kids comfortable and in class longer than in the past.

Strides in Arizona

In December, the Arizona Department of Education announced a $260,000 federal grant among traditional public and charter schools in 12 districts to aid specifically with assistive education efforts. Through the grant, students with special needs can get personalized technology for iPads, notebook-size word processors and electronic pens that can scan words and display definitions. All of these efforts are intended to keep special education students in the K-12 system through graduation by having the technology to keep up in class.

This is not the first effort by the state to give an advantage to students with special learning needs. To help with the small technology budgets, the Education Department has an assistive-technology loan library on the Northern Arizona University campus. Last year, schools checked out over 2,000 items – ranging from pencil grips to iPads – to allow teachers and students to give the devices a trial run before the district made the purchase.
The assistive technology initiatives in Arizona district place traditional classroom inclusion on a pedestal with a heavy emphasis on technology. What administrators are finding is that non-verbal kids with devices prove they know a lot more than ever they themselves realize. Students with autism, cerebral palsy and other disorders that impair speech are reaping the benefits of these devices and feeling successful. Best of all: the students are developing better relationships with one another.

Autism and iPads

Depending who you ask, the iPad has varying effects on children with autism – but most parents and teachers would say that the device has made in-roads in their students’ attitude about learning. Experts at Apple say that iPads “cure” sensory overload and give autism children control, along with a way they can communicate effectively. Using less extreme language, researchers at Vanderbilt University say that speech-generating devices, like iPads, can encourage late-speaking children with autism spectrum disorders to speak, even from the ages of 5 to 8. In other words, the basic technology that is readily available in classrooms and many households is also effective in learning initiatives for children with a specific disorder that impacts traditional learning.

The iPad is just one example. E-readers with screen variance in size of font, brightness and even speaking command options make in-classroom learning possible for children with sight obstacles. Students who need extra help learning to read can spend that extra time with e-readers or computer programs that customize the experience. Students with physical disabilities can sit at a regular computer in a traditional classroom and use specific equipment or simply their voices to achieve the same academic results as their peers.

As assistive technology continues to integrate with typical technology, the students are the beneficiaries. The technology is not enough to keep them in their seats if they are not comfortable using it.

How has the assistive technology of the past few years had a positive impact in your classrooms?

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Do Gamified Language Learning Apps Work?

Note: The following guest post comes to us courtesy of Santiago Montero, founder and director of Spanish Tutor DC. Santiago has spent more than fifteen years integrating the fields of education and mass media in Europe and Latin America.

Gamified language learning applications are enjoying millions of downloads, and a certain degree of popular prestige, with Duolingo being named Apple’s app of the year for 2013. These apps use points systems, power ups and other game mechanics to make the memorization of foreign vocabulary and grammar rules more engaging and exciting, but are they able to make students proficient in their target language? Thier effectiveness is the subject of debate, but their enjoyability, as demonstrated by their popularity, is undeniable.

Applying game mechanics to learning is an old educational tool, but a natural fit with smartphone and tablet technology has allowed the idea to flourish. Socialization further drives engagement; earning a higher place on the scoreboard than their Facebook friends is an effective motivator for people with a competitive streak. The more cooperative among us might instead appreciate the fact that after each exercise is a chance to read tips and suggestions from other users. Digital badges and golden tracksuits, in addition to linguistic progress, are the rewards in store for those who persevere with the course, though it should be admitted that a significant chunk of Duolingo’s impressive user base doesn’t last longer than the first two hours of use.

These not so little apps have big dreams. They are already aiming to shake up the current language learning landscape and secure a larger portion of the market for themselves. Duolingo has announced plans for an English language learning certification programme, with French and other languages to follow shortly. Such intentions are sure to make the incumbent industry leaders sit up and take notice, as a cheap, but widely recognized certificate that can be earned from your bedroom would be an attractive prospect for those struggling to pay for classes or transportation. Duolingo claims that proficiency with their app is an excellent predictor of IELTS success. Critics point out that potential issues with cheating need to be addressed before Duolingo certificates are to be taken seriously. In many ways, which colleges and workplaces, if any, decide to accept Duolingo certificates will end up being more important than how accurate the test is itself, at least for potential students and employees.

So far the early skirmishes look promising for the apps. Carnegie Mellon University’s decision to partner with Duolingo gives it some much needed academic clout, and lends some believability to claims that a student can reach the same degree of proficiency by completing a Duolingo course as they can by completing the first semester of a typical language course at college. Dissenters say that gamified language learning apps only teach you vocabulary and grammar rules rather than how to actually speak a language, but then again, these same criticisms can be justifiably leveled at many traditional teaching methods. In either case, the development of these apps should be seen as part of a wider trend that is seeing education become more accessible by going online.

Gamified language learning apps are not without their drawbacks. Listening to a polished prerecorded sentence is not the same as trying to understand what that Nicaraguan taxi driver is trying to say, and it isn’t great practice for the natural back and forth of real conversation either. Formality and regional differences are specifics not best taught by ‘one size fits all’ teaching software. It’s also interesting to note that these apps have become so popular at a time when language learning is on the decline in the mainstream education system. Whether these apps will drive a renewed enthusiasm in language learning, or simply confirm that it is the classroom, not the subject, that is causing unpopularity remains to be seen. It doesn’t look like these apps are helping our current academic year of high school Spanish students, but perhaps we’ll see this change as the app gains deeper permeation into this demographic.

For all the shortcomings of language learning apps, the reality is that they don’t need to be perfect, they just need to be better than their competitors. No, Duolingo won’t teach you how to speak Spanish fluently, but then again, nothing does short of moving country or surrounding yourself with native speakers and teachers of your target language. However, these apps do level the playing field a little for those without access to the very best resources. For now, gamified language learning apps should be best thought of as a useful supplement to traditional face-to-face teaching models, and its creators are quick to acknowledge as much. Although, if these language learning apps continue to grow at the same rate that they have been doing, it might just get the IELTs and TOEFLs of the world glancing over their shoulder.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Teachers

10 online tools for better student research

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Antonio Tooley

The biggest responsibility of any teacher is to equip students with the tools that they can use in everyday life.

The content is of course important, but with information so easily accessible, it is more helpful to them in the end if they have critical thinking, analytic ability, and research skills. You can best serve your students by engaging them in active debate, fun and absorbing problem-solving activities, and relevant research assignments. As philosopher Maimonides pointed out, “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.”

High-school students are among the hardest to engage, so you have to approach them in a way they understand. Traditional is out, online is in. Giving them the opportunity to use the tools they are most comfortable with can help them in ways that no amount of lecturing can accomplish.

You can make your students better researchers, and thinkers, with these 10 online tools.

1. Producteev

It is not easy to work as a team on a research project. There is so much going on in a high-school student’s life that getting together to work on a task is almost impossible. This simple and effective task managing software can help your students connect and work together remotely. Many companies use collaborative tools like this; it is a good opportunity for them to try it out now.

2. Labii tools

Frontiers are being breached all the time, so why not let your students experience working with others on their projects? Labii has a suite of tools that connect researchers of all kinds, providing them a venue for collaboration. Your students can join existing research groups or form their own online, thereby benefiting from the input of others.

3. Lazy scholar

Most high-school students use Google Scholar to find references, but choose only free articles because they have no budget for paid online libraries. This Chrome extension can make finding free academic resources on Google Scholar a breeze. It automatically searches out free copies or for-pay articles. It is a considerable time-saver.

4. Edugeeksclub

With so many things going on, sometimes there is simply no time to do everything. An easy way for your students to find good sources is to have a professional do it for you. Edugeeksclub can help them in any of the various stages of the research process such as the research of quality materials and related literature on the topic so that students can get into the actual research process. The important thing is how well your students use these resources, after all.

5. Pubpeer

Not everything you find in an online journal is necessarily a good source. Ask your students to check out their sources on this website and see what other academics have to say about it. Some peer-reviewed articles have been exposed as fraudulent; some merely have serious shortcomings that your student should take into account i.e., small sample size. It is a good way for them to learn to become critical thinkers when doing research. If there is anything they should learn from you, it is that they should not believe everything that they see, read or hear.

6. Sciencescape

Sometimes, less is more. The massive amount of information made available on the Internet can make it harder for your students to learn about real research. This site is a social network for academics and researchers trying to filter out the chaff from the wheat, so that you only get verified information. It is also a good site for your students to try out their research ideas and get feedback and suggestions from other like-minded individuals.

7. Scientific Journal Finder

This tool helps your students find scientific journals, not articles, that are closely aligned to their research project. They are then able to browse through these journals for promising articles. It is not the most intuitive site, but if your students know what they are looking for, it is a good place to nuggets of information.

8. Google Scholar

Hands down, Google Scholar is the first stop in any academic research. Together with the LazyScholar plugin, it is the quickest way for your students to find the information they need.

9. Colwiz

One of the things your students have to understand is accountability. They will have to deal with that when they go out into the real world. Accountability is what referencing is all about, and what Colwiz does admirably. Designed by the University of Oxford, it is a highly accurate yet simple to use reference management software used by many universities and corporations.

10. EasyBib

Another referencing management software, EasyBib has the distinction of being one of the easiest-to-use bibliography creation software around for MLA, APA, or Chicago formats. You can ask it to kick out a reference list by compiling all your individual citations in one folder, and it will produce a reference list. It is not always perfectly accurate, but not bad for a free service, although you have to pay $19.99 a year if you want it in APA.

These are great tools for your students to have, but they are just tools to make their life easier. In the end, it is how to teach them to think, analyze, and research that will make them a success in life.

Read all of our posts about EdTech and Innovation by clicking here. 

___________

Antonio is a hopeless optimist who enjoys basking in the world’s brightest colors. He loves biking to distant places and occasionally he gets lost. When not doing that he’s blogging and teaching ESL. He will be happy to meet you on Facebook and Twitter.

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Parental Involvement, Teachers

Parental Involvement: Strengthening Communication is the Key

The Information Age has brought with it a lot more options for communication, but in the process has fragmented it. Teachers now have more avenues than ever when it comes to connecting with parents, but all of this communication can be overwhelming. Between emails, Facebook group pages, text messages, phone calls and send-home flyers, information can be easily lost in translation between educators and parents – and students are the ones who then suffer.

Each piece of communication is an attempt to reach parents and keep them updated on what is going on in the classroom and what their kids are learning, but instead it all collectively just becomes challenging and confusing.

What if parental involvement could be streamlined and reach parents in ways that work best for them?  A central location where information, messages, files and photos could live and be easily accessible to parents, teachers and admins from anywhere? This is exactly what ParentSquare delivers,  an innovative two-way communication and collaboration platform purpose-built for educators and parents.

How ParentSquare Works

ParentSquare is a simple to use, private communication platform that streamlines communication via web, email, text or mobile app. The easy-to-use interface offers two-way messaging, file and photo sharing, event and volunteer sign-up and more. With tabs for messages, events, people, photos, files and other options, parents can log into one system and have all the information they need. In short, ParentSquare makes school-to-home messaging simple, empowering parents to take a more active role in the academic success of their kids. Some of the standout features of ParentSquare include:

  • Two-way messaging
  • Text, email, web and mobile apps ensure schools reach every parent
  • Collaboration tools
  • Safe place to store photos – Unlimited photo upload and parents can see and download the full resolution pictures
  • Family-friendly features – easy to sign up to volunteer/bring classroom supply, ask a question, share photos and calendar
  • In addition to classroom communication, Parents can join and interact with school groups like fundraising committees or ELAC.
  • An instant Spanish translation option, removing this language barrier in homes where it may otherwise prevent parents from being completely in the know regarding their kids’ academics.
  • A people directory that gives contact information for important figures at the school and allows for messaging them within the platform
  • Statistics – A dashboard that shows who receives, reads and engages in the messages.

How it Helps Teachers and Administrators

The ParentSquare platform increases efficiency and strengthens communication in schools by:

  • Cutting costs. Forget daily reminders that need to be printed out and placed in folders. ParentSquare makes it all digital.
  • Reducing teacher stress. One message can be input into the ParentSquare system and then distributed a number of ways, including web, text, email and mobile apps. Messages can also be scheduled in advance helping teachers plan their week in advance.
  • Increasing parental involvement. Using the ParentSquare platform to sign up volunteers or ask for needed items in the classroom assures that no school need falls between the cracks of missed communication.

When it comes to fragmented school-to-home communication, there can be a lot left to chance. ParentSquare combines messaging functions into one simple platform and offers collaboration tools that encourage greater parental involvement in the schools that use it. Knowledge truly is power – and ParentSquare allows parents to have more of it through an effective system that ensures stronger lines of communication.

For more information on how ParentSquare works, visit ParentSquare.com.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Moving Beyond the “Cool” Factor in Mobile Learning

Note: The following post comes to us courtesy of Mike Broderick, Co-Founder & CEO, Turning Technologies.

According to a Pew Internet survey on mobile device use, 35% of Americans age 16 and up own a tablet. K-12 districts, universities and corporate learning programs are also driving the tablet trend, with some purchasing iPads and other tablets to replace textbooks and expand education capabilities with the hardware students already use to communicate and access entertainment. But the experiment doesn’t always proceed as planned.

A plan to distribute iPads to more than 30,000 Los Angeles students hit a speed bump last year when students figured out how to disable security features that were supposed to keep them off social media sites. A school official observed that problems were inevitable because the iPad program was “rushed” and “ill thought out.” And that seems to be a common theme: Too many educators are rushing to join the tablet trend because such programs are considered “cool” or “cutting edge,” when what they should really aim for is measurable benefits.

Fortunately, there are strategic ways to use mobile technology in the education space – it just requires a focus on using technology to drive positive outcomes rather than fixating on the hardware. Educators – whether in K-12, higher education or the corporate training space – need to ask the right question: Does the use of this technology improve outcomes?

To get the best results with an iPad, educators can pair the hardware with software that has a proven track record of success in deepening learner engagement. For example, interactive software that is currently on the market can enable teachers to embed questions directly into presentations, poll students in real time and instantly chart responses. This enables teachers to gauge students’ grasp of the material in the classroom, letting educators know when it’s okay to move on to the next topic and when more time is needed to go over the material.

Software solutions can also enable students to replicate virtually any action they can produce on paper on a touchscreen, such as labeling display items, moving featured graphics around and responding to essay questions. But with a tablet, students’ work can be instantly uploaded, stored and viewed, giving it a key advantage over paper. With the right software solutions, educators can significantly expand capabilities while increasing student engagement.

Better student engagement and expanded capabilities are reason enough for educators to look for the right software package, but data is another important factor to keep in mind. By generating and analyzing data – both in the context of a particular classroom session or assignment as well as aggregate data across the wider program – educators can identify what’s working and what’s not and adjust their strategies accordingly.

Tablets are quickly becoming an essential part of the everyday life and a prominent feature on the education landscape. But to make mobile devices an effective part of the learning process, educators must ensure that they pair their new hardware with effective software assets. By finding the right combination, educators can achieve greater levels of student engagement, significantly expand capabilities and generate incredibly valuable data. And that’s truly cool.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in Diversity, EdTech & Innovation, Teachers

Goalbook publishes white paper on universally designed instruction

5-Step Instructional Design Process makes learning rigorous and accessible for all learners

SAN MATEO, Calif. (September 22, 2015) – Goalbook has published a white paper, Different Paths Up the Same Mountain, which outlines a 5-Step Instructional Design Process for educators to apply in the classroom.

The new state and Common Core standards were intended to prepare all students to be college and career ready in the 21st century.  This transition has occurred as general education classrooms have increased in diversity, including students with special needs and English Language Learners. Diversity and variability is the norm – not the exception – in the US K-12 classroom.  School and district leaders across the country are adapting their instructional approach to address the diversity of learners present in classrooms.

Rob Neu, Superintendent of Oklahoma City Public Schools, states, “At Oklahoma City Public Schools, we are committed to providing our diverse student population a wide range of opportunities for learning and experiences that prepare them well for the future.  Increasing academic rigor is a central pillar of our district strategic plan.”

Neu observed, “Goalbook’s white paper articulates a clear approach for how educators can design instruction that provides access to high levels of learning for all students.”

Research organizations such as the National Center on Universal Design for Learning have emphasized the importance of acknowledging learner variability: the idea that there is no such thing as the “average student.”  Different Paths Up the Same Mountain presents actionable steps for educators to incorporate best practices from pedagogical research into instructional design.

“Instructional practice is the key to student success.  Our 5-Step Instructional Design Process unifies two important frameworks for educators, standards-based instruction and Universal Design for Learning,” states Daniel Jhin Yoo, Founder of Goalbook and author of the white paper.

Yoo puts forward, “Every student can learn – planning instruction for a diverse group of students doesn’t require multiple lesson plans – instead, it’s about offering students multiple pathways for success.  We help teachers make this instructional approach easier to apply.”

The full publication is available for download at www.goalbookapp.com/differentpaths.

About Goalbook

Goalbook empowers teachers to transform instruction so that ALL students succeed.  Goalbook’s Toolkit and Pathways blend pedagogical research and intuitive technology into its easy-to-use online tool and leading professional development for educators.  The team partners with over 500 district customers in 45 states, working closely with district and school leaders to create scalable and sustainable change to instructional practice. Founded by former teachers and administrators, Daniel Jhin Yoo and Justin Su, Goalbook was part of ImagineK12’s inaugural class and the first company funded through New Schools’ Ed-Tech Seed Fund.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share