Technology to Support Assessment of the Comprehensive Classroom

Introduction

Technology is an important tool in the classroom of today. Not only does technology assist in communication in educational settings, the learning process of students of every age but also in assessment. Technology within assessment allows for better instruction, saved time and more efficient learning. There are many tools online that allow for both summative and formative assessments on the Web. Socrative, Edmodo and Google Forms are great examples of the online tools available for teachers in today’s classrooms for assessments of any kind, and provide for better instruction, saved time and more efficient learning processes.

Technology to Facilitate Ongoing Efforts to Assess Student Learning

Technology can and often does facilitate student learning. Furthermore, technology can improve the learning process and student assessments. As Tomlinson states, “I slowly came to realize that the most useful assessment practices would shape how I taught” (Tomlinson, C. 2007).  By better understanding students’ learning processes, teachers can better instruct students. With technology, assessment can become a part of instruction, rather the end of it. Many educational professionals have realized what distinguishes between assessment of learning, and assessment as learning (Tomlinson, C. A., 2007). Technology allows assessment to be a part of learning; tools such as Socrative, Edmodo and Google Forms are proof of that. Online pooling tools, active student discussions online and real-time results provide teachers the tools needed to provide an active, encouraging and successful classroom environment.

Socrative – Socrative is a very useful, dynamic and powerful online tool. It is available through mobile devices, and allows the teachers to create quizzes, games and interactive assessments online. The interface allows for assessment templates of many different kinds – including true and false, multiple choice and short answer. This could be useful in any classroom, as long as students can easily use a mobile device. These assessments could be both formative and summative – and teachers can see real-time results, broken down by student name. This could allow the teacher to monitor student learning in real time, and track growth over a longer time period. Socrative is a great tool, and could save teachers valuable time.

 Edmodo – Edmodo is a connective, interactive and intuitive tool for the classroom. This app based program is available through almost all technological devices including personal computers, iPads/Android devices, and mobile phones. This tool is not only great for teachers, but students and parents as well. Teachers can create assessments, announcements, manage progress, and create homework. Students can communicate with other students about assignments, and easily communicate with teachers. Parents can also use this tool to make sure their child is turning in homework, participating and to check important announcements. This tool not only allows teachers to create their own quizzes and assessments like Socrative, Edmodo also has Common Core standards built into the app, so teachers can always be on the right track. Edmodo has the potential to change the entire environment of a classroom in a positive way, and is the educational tool all teachers have wanted for so long.

 Google Forms – Google Forms in not as new as the other two tools, but is a stand-by for most teachers. Run through Google, Google Forms allows teachers to create pools, quick question and answers and pop quizzes. The results of these quizzes can be broken down by preference, and are immediately sent to one’s Google email address. Teachers can also collaborate on these projects with other Google members – predictably, other teachers. This allows for additional perspectives on classroom material, and students. This tool could be best used to ask students an open-ended question, perhaps sent out the night before a lesson. For example, a teacher could ask, “What do you think Anne Frank was like? Please respond, and be prepared to speak about your responses. We will begin reading her diary tomorrow!” The teacher could then see who responded, and when, allowing a sort of formative informal assessment to happen, to gauge how much students already know about the topic. Google Forms is an easily accessible tool, with many possible uses.

 

Formative and Summative Assessments

Formative and summative assessments although both very different, serve equally important roles in the assessing of students’ learning processes. Formative assessments can be given at a specific time span – that is, before a lesson or topic is introduced, and various points in the learning process to monitor student understanding and comprehension. Formative assessments are usually not taken for a grade, and are instead intended to guide the teacher in instruction; Summative assessments are a bit like a summary – that is, given after going over a lesson or topic, such as in an exam or final essay. These are meant to ensure understanding before moving on to another topic, and are usually taken for a grade (Gunter and Gunter). Both types of assessments contain strengths and weaknesses in terms of instruction, but both serve an important purpose for teachers and students alike.

 Pros and Cons of using Technology to Facilitate Assessment

No learning tool is perfect, and technology is no exception to that. There are both positives and negatives of using technology to facilitate assessments. Positively, there are many tools available online for online assessing. Socrative, Edmodo and Google Forms are very popular in today’s classrooms, and provide a unique learning experience that appeals to both teachers and students. Students who do not typically perform well in traditional or exam-based assessments seem to love the avenues that technology allows to take for the learning process. Students can now prove their knowledge through interactive learning games, sketches, or online discussions – with technology, every student can have a voice, and broadcast their learning in a way that feels comfortable to them (Tomlinson, C. A.,2007). Teachers also seem to have a large use for technology based assessments, as platforms like Socrative and Edmodo seem to be only gaining in popularity. Some teachers have found that technology better allows them to monitor student learning and growth, and save them time when preparing lessons. It helps teachers keep track of progress and communicate in one place (Salend, S. J., 2009).

However, technology based assessments also come with some negatives. Online students are exposed to a lot of different materials, and not all of them are appropriate. When using these assessments, it is important that students are aware of internet safety and responsibility, as access to technology can lead to unwanted consequences or cyberbullying (Salend, S. J., 2009). Students may also be more prone to surf on the internet, instead of listening in class, and may rely too much on search engines to do homework for them. It is important to keep a close eye on students when using technology.

 Should a teacher only use technology to assess student learning? Why or why not?

Although technology is a valuable tool in the classroom, it should not be the only tool accessed to facilitate student learning. It is important for teachers to remember that sometimes, the traditional way is not always “bad” or more time consuming. There are many different types of assessments that do not require using online tools such as: oral presentation or oral exams, creating presentations with a bit of creativity and a plastic board, a spelling test, a scavenger hunt in Social Studies, a hands-on science experiment in the Lab – the list goes on.  It is important for teachers and students to remember that while technology is a useful and fun tool, it is not the only way to get work done.

What is the importance of assessment technology in connection with the ISTE standards?

            Technology provides useful tools in the classroom, and it also helps teachers create assessments and assignments that are more in line with the ISTE standards. Technology allows students to be creative and innovative in so many ways – students can build models of 3-D homes or bridges on iPads for Math class, invent a new product or scientific experiment in science class, or even learn how to play the piano. Technology also allows for group work and collaboration as well – apps like Edmodo allow the teacher to create groups to work on projects, or discuss the lesson in depth, working together to create ideas and solutions. Almost all research is conducted online these days, and with tools like eLibraries, EBooks and Google Scholar, the fluency of information is support nearly everywhere online. Technology and critical thinking also go hand and hand, as students can research both inside and outside of school – discovering who they are on social media at home, and what they are interest in on sites like “CK-12” at school. Students must also be expected to act appropriately online, remembering safety rules and implementing new tools into their education. Technology based instruction and assessments allow for students to potentially reach all of the ISTE standards, in a way that feels comfortable for them.

Concluding Paragraph for Software to Support Assessment

            In conclusion, even though there are flaws in nearly every educational tool, technology has proven to be helpful and useful in communication, the learning process and in assessments. Students can learn at an individual pace, communicating and learning while using apps like Edmodo. Teachers can also better monitor student learning and growth, and improve instruction while using technology as apps like Socrative make it easy for teachers to access the information that makes good teachers, great. Technology has proven to be an amazing tool in society, and in the educational system.

References

Edmodo. (2015). Edmodo.com. Web. Found here: https://www.edmodo.com/teachers

Google Forms. (2015). Google. Web. Found here: https://www.google.com/forms/about/#start

Gunter, G. And Gunter, R. (2015). Teacher discovering computers, 8th Ed.  GSU.

International Society for Technology in Education (ISTE). (2015), Web, Found here:

http://www.iste.org/standards

Salend, S. J. (2009). Technology-Based Classroom Assessments. Teaching Exceptional

Children, 41(6), 48-58.

Socrative. (2015). Socrative.com. Web. Found here: http://www.socrative.com/

Tomlinson, C. A. (2007). Learning to Love Assessment. Educational Leadership, 65(4), 8-13.

Formative Quiz – Due Friday!

Please take the following quiz by Friday, September 25th. 

I will not be taking a grade based on accuracy, but on completion. Please answer honestly.I am using this to get to know you a little better, so I can be the best teacher possible! Help me, help you!  Contact me if you have any questions.

Quiz – https://b.socrative.com/teacher/#my-quizzes 

Differentiating Instruction Through Technology

Introduction

In a classroom setting, it is imperative to use technology to promote effective learning. In order to do so, it is crucial that every students’ learning style is represented in some way during assessments and classroom activities. Technology makes it easier to do just that. By using tools such as interactive eBooks, podcasts, and voice recording technologies, instruction is easier to differentiate for individual students, and can provide them with the challenge and material they need to succeed.

Technology to Differentiate Instruction

Interactive eBooks: eBooks are a great tool. They are lightweight, accessible and easy to use. Beyond that, eBooks offer a whole new layer to the learning process. Many eBooks now come with interactive games, exclusive content and other tools to track your progress. Take for example, the eBook “Pride and Prejudice with Zombies” which is a take on the classic “Pride and Prejudice” but now comes with additional interactive learning games, a graphic novel and a video game (Lamb, A., & Johnson, L., 2012). This could be great as Common Core standards promote literacy in all mediums, even silly parody novels. High school English students would really enjoy the “Zombies Novel” as is appeals to both visual and auditory learners. It would also captivate their interest as zombies are now very popular, and appeal to many young adults.

ISTE Standards – Interactive eBooks also align with ISTE standards for technology. The eBook in question would spark creativity ideas, and encourage students to forecast trends within popular culture. The eBooks could also lead to collaboration with the learning games, and would still require a level of critical thinking that the traditional novel demands (ISTE, 2015). EBooks also offers some features that traditional novels just do not. As South University states, “Digital books accommodate more learning styles. For students who thrive on watching video, looking at infographics or diagrams, or following along with a narrator, EBooks allow for a more enriching experience than plain text. In this way, they expand learning opportunities to students who may not have done as well using traditional materials (SU, 2013). This tool would enhance novel-reading in a whole new, fun way.

Podcasts: Podcasts are a great educational tool. For high school English students, there is a specific podcast that they would really enjoy; “Grammar Girl” is a topical, funny and educational podcast on grammar in the English language. It explains the basics in grammar, but also explains grammar rules that are harder to grasps, such as the usage of the semi colon. Podcasts can differentiate instruction by providing ease of use, accessibility, learning on the go, and additional learning outside of the classroom (PLB, 2015). This could be great for all learners, as they could listen to the lesson when it is convenient. Multimedia tools help learners interact with what they may see as a boring topic, and turn it into an effective, interactive and refreshing experience.

ISTE Standards – Podcasts align well with ISTE Standards. Podcasts can expand on creativity, and even encourage students to create their own podcast. Podcasts can also encourage collaboration, research outside of the classroom and critical thinking skills (ISTE, 2015).  Podcasts are a new way to explore text, information and perspectives.

Auditory recording websites: Teachers could use this tool in a variety of different ways. Voki.com, for example, can be used by students for an assignment, or the teacher themselves when introducing a new lesson. The site is used by creating an avatar, and using voice recording technology to have the avatar speak for you on the computer screen. This could encourage both auditory and visual learners, – even kinetic learners as they can watch the bodies move on the screen. These websites could make presentations, lessons and even assessments interactive, and provide a layer to these experiences that has yet to be seen.

ISTE Standards – Auditory recording websites align with the ISTE standards and interest of most students. As Lamb and Johnson state, “Promote multimedia products that involve students in recording their voices, such as Voki (voki.com) or Babberize (blabberize.com/). Differentiate through technology with child-centered, open-ended approaches to demonstrate understandings (Lamb, A., & Johnson, L., 2012).  Multimedia products such as these are great additions to any classroom. They also promote creativity and innovation, collaboration and critical thinking skills (ISTE, 2015). Many students could benefit from this technology, and their instruction could become more effective.

Pros and Cons

            There are many factors at play within differentiating instruction when using technology. Many find these tools helpful and easy to use. In an educational system that focuses on creating lesson plans for every type of learner, technology can be a teacher’s best friend. As Lamb and Johnson state, “Rather than simply reading textbook pages, today’s learners are actively involved and empowered in their own learning” (Lamb, A., & Johnson, L., 2012). Tools that assist with differentiated instruction proves this to be true. Many of these tools can appeal to all types of learners. Take for example interactive eBooks that are supplied with graphics, videos and even interactive games within the material. This allows for students of all types to be stimulated, and active in their learning process. Now verbal, auditory and kinetic learners can have a more effective learning process within the same lesson. However, there are some disadvantages to using technology in differentiated instruction as well. Being that there are so many resources available online, it can be a bit overwhelming for teachers to know where to look (article). There is also a cost to all this technology, and as many schools are facing budget cuts, this is not also a viable option. There are benefits and disadvantages to every tool, it all comes down to the way the tool is used. Ultimately, it is important to remember that every choice a teacher makes regarding their classroom should benefit all their students.
Concluding Paragraph

In conclusion, there are many tools that a teacher can use to assist with differentiating instructing in the classroom. Although it is not always easy to know where to look online, these tools benefit nearly every type of learner, and can make the learning process more effective. In an educational system that encourages each lesson be suitable for every individual student, regardless of differences, these tools can be really helpful. It is important to remember that every student has the potential to be an excellent one, with the right resources, circumstances and teacher.

 

References:

Lamb, A., & Johnson, L. (2012). The Power of Technology: Unleashing the Superhero in Each

Learner. Teacher Librarian, 40(2), 61-66.

Professional Learning Board (PLB). (2015). What are the Benefits of Podcasting in the

Classroom? PLB. Web. Found here: https://k12teacherstaffdevelopment.com/tlb/what-are-the-benefits-of-podcasting-in-the-classroom/

Nolen, B. (2013). How Students Benefit from Learning with EBooks. South University. Web.

Found here: https://www.southuniversity.edu/whoweare/newsroom/blog/How-Students-Benefit-from-Learning-with-Ebooks

Found Poetry

Check out this presentation on Found Poetry, which will be our next class project.

Found Poetry Presentation

Technology to Support Communication

Introduction 

Society has changed rapidly with the invention of personal computer and the internet. In the blink of an eye, technology has become man’s best friend. Without noticing, education has changed almost as rapidly as our technologies. Many are calling for the use of technology in the classroom. More than just as a learning tool, technology can also support communication with parents, students and the global world. With the help of social networks, teacher websites, Remind 101 and Google blogs, education can become more effective and perhaps even another friend to man.

Technology to Enhance Communication
Social Networks:

Millions of people use social networks to communicate in today’s world. High school students are not immune to this trend, and many are calling for the educational use of social networks to improve teacher and student communication. As the Kentucky English Bulletin reports, “In fact, a recent National School Boards Association study (2007) states that 71% of online students studied use social networking tools at least weekly. The surprising trend for us as educators is that this study also states that almost 50 percent of students who social network “talk specifically about schoolwork” (Coombs, D., Leite, J., & Grierson, S., 2010). This study points out the growing disparity between school and home. Without implementing social networks into their classroom, educators are missing out on these educational based interactions and cannot encourage them. With the implementation of social networks into the classroom, students can perform academically in a medium they are familiar with. Further, technology in the classroom can assist “non-traditional” students in their participation and role in the classroom. Shy students will have the ability to carefully pick and choose their words before posing in an online setting; disabled students who may be non-verbal can communicate in class virtually, bridging the gap for them both socially and academically. Social networking in the classroom is an effective learning tool with many advantages to use.

Remind 101:

Remind 101 is a great tool for increased communication in the classroom. Remind allows teachers and students to create an account for free, and then sends a phone number to the teacher, allowing them to text students reminders about upcoming assignments or events (NACTA Journal, 2013).  Remind alerts can be sent via SMS text message, or by email. What is also great about this program is its focus on security; since Remind sends a phone number to the teacher to use specially for Remind, students will not have access to teacher’s personal phone numbers, which could lead to problems in security and privacy in the future. Remind is an intuitive, smart and accessible program that allows communication between student and teacher to happen seamlessly.

Teacher Websites:

Increased parental involvement has shown time and time again to be beneficial to students. Parents who monitor their student’s schoolwork and daily activities, communicate frequently with teachers are far more likely to graduate from high school and to pursue pursue further education (Olmstead, C., 2013). In a world full of teenage pregnancies, teenage drug use and gangs, graduation from high school can seem elusive to some. That is why it is so important to use technology as a tool to increase parental involvement and subsequently increase graduation rates. Olmstead found that 77% of all American adults have access to a computer (Olmstead, C., 2013). With this statistic in mind, one can imagine then, how effective it would be for a teacher to provide an online website for parents. As Olmstead further states, “Blogs, wikis, and email provide parents with the two-way communication when they need to pull information or respond when needed” (Olmstead, C., 2013). Posting grades, announcements, homework assignments and resources online is not only beneficial to the student, but the parent. With a teacher website, now even the busiest of parents can find time to be active in their child’s education.
Google Blogs:

Using blogging as a teaching tool in the classroom expands student learning about technology and the global community. As Beatty states, “Blogging helps students improve their writing skills with the promise of an authentic audience” (Beatty, 2010, pg. 2). Within that “authentic audience” includes people and students all over the world. This connectivity allows students to develop a more well-rounded view of the world, and contribute to a global conversation through public forum. Blogging allows teachers to incorporate technology into what may be seen by students as a “boring” assignment, such as an essay. The use of blogs allows for a fun learning experience and a better understanding of the surrounding world by students.

 

 

Communication Internet Security and Safety

Internet security and safety is very important, especially when discussing communication online. Teachers should teach students about internet security and safety polices with the following in mind: help students learn to make wise choices while engaging online in everyday, practical ways (Education Digest, 2013). This means to educate students about the dangers lurking online using real life examples. In example, students could practice engaging online in respectful manner with peers, or use social media tools using school appropriate materials and language. It is important for teachers and staff to realize that simply blocking students from accessing most of the internet will not help students learn in an accessible way; it is crucial to teach students exactly why certain sites are blocked, and why educational sites or not. Done correctly, teaching students about internet security and safety while communicating online could be a valuable life lesson for years to come.
Concluding Paragraph

            Technology is growing as rapidly as society today. Educators and districts must be willing to grow with society in terms of technology in order to effective communicate and teach. Although technology can present some challenges in the classroom in terms of safety, it is tool that has impacted each of us in a big way – with a computer in nearly everyone’s pocket, learning and communication about learning can happen almost anywhere, any time.

References:

Beatty, M. (2010). Integrating Google blogs into the K-6 language arts classroom to

promote interactive learning communities. Hawaii University. 1-10.

Bobbitt, R., Inman, R., & Bertrand, E. (2013). Using Remind 101 as a classroom: communication tool. NACTA Journal, 57(4), 77-78.

Coombs, D., Leite, J., & Grierson, S. (2010). Opening Pandora’s Box: social networks in the classroom of 2010. Kentucky English Bulletin, 59(2), 14-18.

Melgosa, A., & Scott, R. (2013). School internet safety: more than ‘block it to stop it’. Education Digest, 79(3), 46-49.

Olmstead, C. (2013). Using technology to increase parent involvement in schools. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 28-37.

Raft Task Cards

 Raft Task Card

This RAFT Card is designed for _9-10___ grade level.

	ROLE (student)	AUDIENCE	FORMAT	TOPIC
Row 1	Anne Frank, who is speaking on the radio. Or her Interviewer.	Supporters of Anne Frank.	An informative, historically accurate, and persuasive podcast report.	Why was Anne Frank so against Hitler and his Nazi regime?
Row 2	Anne Frank, who is writing another diary entry online.	Anyone online, or supporters of Anne Frank.	A well-written blog post that describes how she was feeling, or where she ended up.	How would it feel to be Anne Frank?
Row 3	Adolf Hitler	Supports of Hitler.	A series of at least (3) Facebook status updates, that describe Hitler’s message to the world and Germany. Also, provide a typed paragraph summarizing Hitler and the Nazi regime.	What do you think Hitler’s main goal was?

 

RAFT Row 1

Objective:  You will be able to comprehend and describe Anne’s feelings towards Hitler and Nazi regime, and why she felt that way using citations in the text and inferences of your own.

ISTE Standards – 1. Creative and innovation (a, b.), 2. Communication and collaboration (a, b.), 3. Research and information fluency (c, d.), 4. Critical thinking, problem solving and decision making (a.), 6. Technology operations and concepts (a.).

Ohio State Standards – #10 “Reading: Informational Text” – 1.

Student Role: Anne Frank, who is speaking on the radio against Hitler. Or her interviewer.

Audience: Supports of Anne Frank.

Format: An informative, historically accurate, and persuasive podcast report.

Topic: Why was Anne Frank so against Hitler and his Nazi regime?

Directions: Partner with one other student and conduct an interview with Anne Frank creating an informative, historically accurate and persuasive podcast report. One student will be Anne Frank, the other, her interviewer. Record your podcast on Voki.com, and design your avatar as Anne Frank. Please draw your ideas from text. After the podcast, please type up a transcript of what was said, which needs to include in-text citations from the novel that point to why Anne answered the interviewer’s questions the way she did.

Resources:

http://www.biography.com/people/anne-frank-9300892

https://www.goodreads.com/author/quotes/3720.Anne_Frank

http://voki.com/

 

Assessment:

Podcast that demonstrates an understanding of Anne and the Nazi Party – (30) points.

Transcripts with In-Text Citations – (20) points.

Total: 50 Points

 

RAFT Row 2

Objective: Student must show an understanding of Anne Frank as a young girl, not unlike you or me.  

ISTE Standards – 1. Creativity and innovation (b), 3. Research and information fluency (c), 4. Critical thinking, problem solving, and decision making (c), 6. Technology operations and concepts (a).

Ohio State Standards – #10 “Reading: Informational Text” – 1.

Student Role: Anne Frank, who is writing another diary entry online.

Audience: Anyone online, or supporters of Anne Frank.

Format: A well-written blog post that describes how she was feeling.

Topic: How would it feel to be Anne Frank?

Directions: Write a blog post that describes how it felt to be Anne Frank – use evidence to support your ideas in your References page. Date of post must be historically accurate. (You are not required to post the entry online, instead type following APA formatting.)

Resources:

http://www.cnn.com/2014/08/01/opinion/prose-anne-frank-final-diary-entry/

http://annefrank.com/about-anne-frank/who-is-anne/

http://www.annefrank.org/en/Anne-Frank/All-people/Anne-Frank/

 

Assessment:

A well-written blog post that describes how Anne Frank might have felt – (35) points.

References Page, formatted correctly compared to APA formatting – (15) points.

Total: 50 points.

 

RAFT Row 3

Objective: To understand Hitler’s message.

ISTE Standards – 1. Creative and innovation (b), 3. Research and information fluency (d), 4. Critical thinking, problem solving, and decision making (c).

Ohio State Standards – #10 “Reading: Informational Text” – 1.

Student Role: Adolf Hitler

Audience: Supporters of Hitler

Format: A series of at least (3) Facebook status updates, that describe Hitler’s message to the world and Germany. Also, provide a typed paragraph summarizing Hitler and the Nazi regime.

Topic: What do you think Hitler’s main goal was?

Directions: Provide a series of at least (3) Facebook status updates, as if you were Adolf Hitler. They need to describe Hitler’s message to the world and Germany. Also please prove a typed summary (5-6 sentences) of Hitler and the Nazi regime. Include status updates at the end of your summary. What do you think their main goal was? Reference page required for summary.

Resources:

http://www.bbc.co.uk/timelines/zsmm6sg

http://www.history.com/topics/world-war-ii/adolf-hitler

https://www.goodreads.com/author/quotes/30691.Adolf_Hitler

 

Assessment:

Facebook Statuses (3) or more – (25) points.

Typed Summary – (15) points.

Reference Page – (10) points.

Total: 50 points

Presentation Technology

Technology is becoming the foundation of every great classroom and learning experience. Many understand that technology can be used as a communication tool – through the use of text message, calls, and social media, communication is easier than ever both in, and out of the classroom. While it is important to communicate with technology in a classroom setting, it is also very important to use technology to facilitate and enhance instruction. Many teachers all over the world are implementing instructional technology into classrooms to enhance student learning. For example, Google Classroom, Emaze and PowerTeacher and enhancing student learning and instruction in new and exciting ways. Because of these online tools and tools like them, instructional technology is becoming a preferred method of teaching.

Google Classroom

Google Classroom is an educational based online software run exclusively through Google’s operating system. As Gunter and Gunter put it, “Chrome OS (based on Google Android) is an operating system design to work exclusively with Web-based and cloud-based applications and to run on Chromebook computers” (Gunter, Glenda. And Gunter, Randolph, 2015). Google Classroom can enhance teaching in a variety of different ways. Much like the Remind App that is very popular with teachers in the United States, Google Classroom allows the instructor to send a link to everyone or anyone in the class, wherever they are, as long as they have a free Google account (Olanoff, D., 2015). This could allow for last minute study tools to be sent out the night before a test, assignments for bonus points to those students who are logged in and individual instruction before or after school, in the comfort of one’s own home. Called “the mission control center” for teachers by Google, this extension to Google could breathe a whole new life into homework and instruction.

Emaze

Emaze is an online presentation tool that allows both students and teachers to create interactive, exciting and fun presentations. Emaze differs from the more typically used “PowerPoint”, provided by Microsoft Office, in that Emaze is easier to use, cloud based (meaning that it is accessible anywhere online), translatable, and accessible on multiple different devices including computers, laptops and smartphones (Emaze,  2015). It enhances instruction by providing animations, eye-catching transitions and even 3-D graphics. It takes what could be seen as a stale, boring presentation and turns it into an interactive, bright and memorable lesson. (Gunter and Gunter, 2015) supports presentation software like Emaze by saying, “Teachers can create and integrate electronic presentations into any classroom curriculum as an exciting alternative to the traditional lecture-only teaching style” (Gunter and Gunter, 2015). Emaze is fun and easy to use, and keeps the viewers’ attention with 3-D graphics, eye-catching transitions and animations. By keeping students’ attention, test scores will improve and so will learning processes in a variety of different learning styles.

(PowerTeacher) (100 words)

PowerTeacher is an online based parent-teacher conference software, created by the much-trusted educational company Pearson, to ensure further communication between teacher and parent. PowerTeacher can be used to facilitate learning between parents and teacher, and student and teacher. Since it is online based, it can be done anytime, anywhere and can be more compatible to both parties’ schedules. As Royal states, “PowerTeacher can make parent-teacher conferences more productive by allowing more time to be spent on interpretation, rather than on the grades parents already know” (Royal, K. 2008). With PowerTeacher both students and parents can have a chance to talk more in-depth about any issues, and can do so in real time. Students and parents will feel more connected to the teacher, and this is good for both parties.

Pros and Cons of using Technology to Facilitate Learning

If education is truly meant to foster individuality, free thought and meaningful learning, technology is the way to go. Technology can facilitate earning in so many different ways including but not limited to the online representation of many different cultures and ethnicities, a social medium to support ideas and creative thought, and real world application in many different software (Jonassen, Howland, Marra and Crismond. 2010).  Technology can also bridge the gap between mainstream learners and learners with disabilities with assistive technology such as text-to-speech devices, and apps that help students with dyslexia learn how to read.

There are cons to using technology, and most of them boil down to cost and plagiarism. Many devices are hundreds of dollars or more, including iPads that are used widely in classrooms today (Jonassen, Howland, Marra and Crismond. 2010). The price of technology can be combatted with programs such as “Bring Your Own Device” which encourages parents and students to bring their own devices from home to use in the classroom. Plagiarism is also an issue. With the wide access to many different resources online, it is now easier than ever for students to use someone else’s words in the place of their own. And with the fast-paced society we live in today, many students just want to finish their assignments as quickly and easily as they can. This can be combatted with district-wide no plagiarism policies, though. Oftentimes, the stricter the punishment, the less likelihood that a student follows through with the crime. Technology is a wonderful tool in education, and in the right hands, can facilitate learning in an effective and modern way.

Wired and Wireless Classrooms

Wireless and Wired Classrooms both have a place in the educational system. Wireless classrooms are classrooms without wires, that is, classrooms that use an internet connection provided by Wi-Fi, which allows devices such as computers, laptops, tablets and smartphones to connect to the school’s network wirelessly (Gunter and Gunter, 2015). This can be useful for educational opportunities such as distance learning. This is a term used to describe a school that is entirely online. This is great for students with illnesses or disabilities that physically keep them from attending a traditional campus. This is a great option for students with jobs or kids as well, as distance learning colleges and schools are often more flexible than their traditional counterparts.

Wired classrooms are useful for opportunities inside the classroom. Wired classrooms refer to the idea that devise such as laptops, tablets and smartphone are physically wired into the school’s internet network (Gunter, Gunter, 2015). Wired classrooms ensure that no student is accessing school work at home. This can be helpful in security against hackers, and to better manage students’ time online. Both options are useful in a unique way.

Conclusion

In conclusion, integrating technology into a classroom to facilitate learning can seem overwhelming at first, but by reviewing the above tools and information, it will be clear that technology is a very useful tool in the educational system. Although there are many pros and cons to using technology as a teaching tool, it is important to implement technology in education to support the current trends of society. Tools like Google Classroom, Emaze and PowerTeacher can facilitate learning in a variety of ways, and can make the job of teachers a bit easier if used correctly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

Ex.  Author Last, First (year). Title of the article. Title of the Journal should be in italics, volume number should be in italics (issue number), page numbers only.

Emaze. (2015). Web. Found here: https://www.emaze.com/

Gunter, G. And Gunter, R. (2015). Teacher discovering computers, 8th Ed.

Jonassen, Howland, Marra and Crismond. (2010). How does technology facilitate learning? Web. Found here: http://www.education.com/reference/article/how-does-technology-facilitate-learning/

Olanoff, D. (2015). Google classroom launches chrome extension so teachers can instantly share links with the entire class. Web. Found here: http://techcrunch.com/2015/09/02/google-classroom-launches-chrome-extension-so-teachers-can-instantly-share-links-with-entire-class/#.s5rldh:9KSp

Royal, K. (2008). Creating technology literate educators. District Administration, 44(5), 18.

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