PLO-4 Apply research to support learning in a technology enhanced
environment.
PLO-5 Exemplify ethnical
practice of technology usage.
Research is essential in designing of instructions when
it is to help educate our children. Research can pave the ways to implement
learning theories, collecting data on using the results and to deliver better
instructional design. Research provides data that will support education in
this society that is surrounded by technology. It helps educators to know what
technology works for a particular project. Technologies have the ways of
teaching and learning.
It also has changed how academic instructions are
delivered. When using technology tools in an education setting. There are
always concerns about how teachers should approach technology in an ethnical
manner. Considering ethnical practices when using copyrights material found on
the web and using of privacy is very important. Teachers and students need to
learn about using people material and not taking the credit for themselves.
To redesign this assignment to line up with the two PLOs
I had to choose a topic or activity. The topic or activity had to be where I
could use research on technology in educating. It also had to be about ethnical
practices. The assignment that I chose to redesign is from EDU 649. This
activity is surrounded by math skills and online education.
To redesign this
activity I decided to do an action research with my three math classes. This
action research is on how online math games or traditional math learning can
better advance my students learning in their math skills. Can online
educational games advance my students math skills? This is the action research
question. Research has shown that our
students are failing behind other counties in math and reading (Volsky. 2013).
Game-based
learning can motivate students to learning in a fun way. Instructor will develop
the activities using the games to help circumvent major problems plaguing classroom
by pacing students in a frame of mind that is conducive to learning rather than
worrying about how smart they are ( NYU, 2013). Instructor has three math
classes will be divided into two groups. One group will use online games to
enhance math skills and the group will do math in the traditional of using paper
pencil and calculator. Instructor will instruct the group that will be using
online to use http://math-playground.net/,
http://www.sheppardsoftware.com/math.htm and
http://www.sheppardsoftware.com/math.htm.
Students will have a choice of using all or two of the
games. Instructor will present the instruction about the action research to get
the parents’ consent to allow their children to participate in the action
research project. A game need to have two players, but with online games only
you and the computer. When learning using games students move from one level to
another. This action research will be done with my middle school students.
Instructor directs their instructions for this action
research to their students by the use of PowerPoint and Jing. This project will
be done for three weeks. Assignment will be presented to the traditional groups
by the use of print out from the websites. Constructivism is the belief that we
construct our knowledge of our world from our perception and experiences
(Dabbage, 2006). Each one of the online games provides printable worksheets so
that each will be working on the same activities.
One group uses the
computers to do the activity. The other group use paper and pencils. After the
three weeks is up instructor will develop a summative assessment test for the
three classes. The results are what will be used to determine where the online
games or the traditional way improved student’s math skills. For the students
who are struggling. With some of the problems teacher will use the whiteboard
to demonstrate the problems. Each of website provides educating activities for
different ages and grades.
Challenges
The challenges that I encounter doing this redesign is
to not to forget about the use of ethnical practices in this assignment.
Teaching students to respect other materials when doing research using
technology was a challenge. To overcome this challenge I use online games. When
educators use games to teach students they are not not copyright. Most of the
games are free to use and cannot be copy. They can be downloaded to your chosen
technology device. The prints out worksheets are for the use of the games. The
companies give copyright to use as desired.
References
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
NYU.edu,
(2013). Educational Video Games
Can Boost Motivation to Learn, NYU, CUNY Study Shows. Rettrieve from:
http://www.nyu.edu/about/news-publications/news/2013/november/educational-video-games-can-boost-motivation-to-learn-nyu-cuny-study-shows-.html
Volsky,
I., (2013). American Students Fall Behind International Peers In Math,
Science, And Reading.Retrieve from:
http://thinkprogress.org/education/2013/12/03/3011071/pisa-rankings/
Original assignment
Learning
Activities
Mary Scott
EDU 649 Technologies for Teaching & Learning
Instructor: Sandra Calderon
May 30, 2016
Learning Activities
Students will watch a video about shopping, saving and the
using math. They have prior knowledge about adding and subtracting. They have
moved away from the use of adding and subtracting with fingers and objects. In
cooperative learning activities students learn to depend on each other in their
learning tasks (Colorin Colorado, 2015). When students work together to achieve
learning goals they support each other. This is a learning community.
Learning games make students become critical thinkers. The students
will have fun as they are been taught (Romano, 2009). The learning activity
that I have designed is “Our Local Shopping Center.” This game is to enhance
student’s math skills with adding and subtracting. This learning activity is
for K-3 grade. The learning activities are: Students will be able use shopping
skill. Students will be able subtract and add with money. Students will walk
away able to apply to their everyday lives.
The class will create
the shopping center. They choose what items will be in the shopping center.
There will be a total of five groups. Each group consist five students. Each
group will be given $25.00. With this $25.00 they are to purchase as a group
each time they go to the check off counter. Here they will do the self-checkout.
They will use a play cash register with play money in this game.
They will add and subtract as a group. They are to save
$5.00 of the $25.00. This $5.00 will be added back by each group. Teaching
students skills and learning that will benefit students in the future. Each
group has the same task and each student have a specific role (Voltz, 2010).
One member had to decide what to purchase. Another may have to check the
prices. One may decide how the group can save the $5.00, etc.
The group as a whole will total up the $5.00’s when each
group completes the shopping as they save the $5.00’s. They can log on the
computers and go to the website http://www.sheppardsoftware.com/math.htm to advance their learning. When students need help the
teacher is there using the whiteboard to demonstrate or to explain a problem
that students are having with adding or subtracting. The first group to answer
to answer all questions correctly will win. It is not all about win, but
students achieving a learning goal. My learning activity contains a combination
of three instructional methods.
They are discovery, discussion and game. With classroom and
group discussions students are motivated.
Discussion help students retain knowledge and develop problem solving
skills (DePaul University, 2016). Their classroom discussion will be done
face-to-face. It also helps to develop social skills. This method helps
students to achieve their learning goal (Newby, Stepich,
Lehman, Russell, &
Ottenbreit-Leftwich, 2011). Discussions allow students to address their
different beliefs and opinions.
It provides teachers with feedback and foster
collaborative and cooperative learning. With instructional games students will
follow prescribed rules as they reach their learning goal. Instructional games
require students to solve problems and mastery the learning activity (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011). Students need clearly understanding of the game.
Teachers do not need to add group’s scores. The game is to provide
opportunities for students learn the content and to have fun. Teacher can ask
questions about the games, like which the difficult questions, did you struggle
as a group or as an individual to assess (Marzano, 2010).
Discovery was another method that is used in
the game. Through this method students are encouraged to find the right
questions and answers for themselves in the groups. Teacher will arrange the
learning environment, why allowing the opportunities to discover (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011). In each question students should be encourage to
use clues to lead the other students to find the answers to the questions. Students
need to use deep understanding of the content of the game. Students mostly
everyday goes shopping with their parents for items.
They have some
experiences about shopping. Adding and subtracting is very important in our
society today. Math is a subject that our students in the United States are
falling behind in (Volsky, 2013). We as teachers need to discover ways to
enhance student’s math skills. Students should their prior knowledge of
shopping and purchasing. This learning activity will assess students at the end
of every level.
To achieve the
evaluation of instructional method selections I first made a list of the
meaning of the instructional methods. I did this to compare with the methods
selection checklist. During the process of evaluating the instructional method
I found demonstration and cooperative learning scored higher. With the
checklist my learning activity is done by demonstration and cooperative
learning. Cooperative learning provide students with social skills and group
processing learning. Demonstration allows students to see and hear their
learning.
I also allow students
to learn on their own (Newby, Stepich, Lehman,
Russell, & Ottenbreit-Leftwich, 2011). The technologies that are
being used in this learning activity are computer, video and online learning games.
The use of the computer in any technology environment is very important. It
allows you to explore the universal with any connection of the internet. The
computer will be used for playing the video and the games. The reason that I
selection a video for this learning activity is to give students some visual
learning.
Videos give students a
hearing and seeing opportunity to learn. Many students learn best by seeing and
hearing together. Some need hand-on-hands learning. Videos can be played at
anytime and anywhere. This can allow students to learn at their own pace.
Students can view a real or lifelike example of the procedure of the activities
of shopping, saving, adding and subtracting (Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011).
Online games can help to improve the student’s computer skills.
With these games the
students can solve problem and use their strategic or critical thinking.
Children learn when the learning is fun. With game learning, learning will
become personal. Both of the online games start at a beginning level and
students can work their way up to the mastery level. I chose the games because
they challenge the students. Students are competing against themselves (Newby,
Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011).
At the beginning of
the activity teacher will introduce the activity through the use of the video.
It will present the expectations of the activity. The method demonstration will
be symbolized in the video. Through the use of the online games discovery is
embed. Students will discover new skills of adding and subtracting. Game is
represented through the online game. Students are learning why they are having
fun.
References
Colorin Colorado, (2015). Cooperative Learning Strategies.
Retrieve from:
http://www.colorincolorado.org/article/cooperative-learning-strategies
DePaul
University, (2016). Discussions.
Retrieve from:
http://resources.depaul.edu/teaching-commons/teaching-guides/instructional-methods/Pages/discussions.aspx
Marzano,
R., (2010). The Art and Science of
Teaching / Using Games to Enhance Student Achievement. Retrieve from:
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx
Newby,
T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., &
Ottenbreit-Leftwich, A. (2011). Educational
technology for teaching and learning (4th ed.). Boston, MA: Pearson
Education, Inc.
Romano,
L., (2009). 6 Awesome Cooperative Classroom Games. Retrieve from:
http://www.teachhub.com/6-awesome-cooperative-classroom-games
Voltz,
D., (2010). Connecting Teachers,
Students, and Standards. Retrieve from:
http://www.ascd.org/publications/books/109011/chapters/Gathering-and-Using-the-Best-Methods-for-Instruction.aspx
Volsky,
I., (2013). American Students Fall Behind International Peers In Math,
Science, And Reading.Retrieve from:
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