Technology in Education

“Books will soon be obsolete in the public schools…our school system will be completely changed inside of ten years.”

Amazingly enough, however, one of our nation’s most important inventors was proven quite wrong. The American education system has a remarkable resistance to innovation and the classroom experience has changed very little in the 100 years since Edison’s prediction.

Advances in information technology have revolutionized how people communicate and learn in nearly every aspect of modern life except for education. The education system operates under the antiquated needs of an agrarian and industrial America. The short school day and the break in the summer were meant to allow children to work on family farms. Schools have an enduring industrial mentality placing students in arbitrary groups based on their age regardless of their competencies.

Technology has failed to transform our schools because the education governance system insulates them from the disruptions that technology creates in other organizations. The government regulates schools perhaps more than any other organization. Rules govern where students study, how they will learn, and who will teach them. Education regulation governs the relationships of actors in the system and stymies the impact of innovative technologies. Furthermore the diffuse system of governance creates numerous veto points to limit innovation.

To overcome these obstacles, we must persuade teachers that technology will empower them and help their students learn. We argue that there are five strategies for successful teacher adoption of education technology and that these principles will help fulfil the potential that Edison saw a century ago:

Schools must use technology that empowers teachers. Teachers rightly reject education technologies that divert their attention from instruction. The best education technologies enable teachers to do more with fewer resources. Communication platforms like Twitter, Facebook, or Tumblr enable dynamic communication with students. Teacher-empowering technologies include mobile apps that grade written student work and provide lesson plan databases. School systems need to aggressively track what works for their teachers and put all other unworkable technologies aside.

Teachers should treat the adoption of technology as part of lesson planning. One of the major drivers of bad policy is policy churn. New district leaders want to make their mark adopting new policies and jettisoning the old. This constant changing of priorities makes beneficial reforms difficult to implement. Teachers can incorporate technology directly into their practice and insulate their students from the deleterious effects of policy churn. For example teachers can use Khan Academy or other online resources to improve remediation. Systematic adoption of technology at the classroom levels limits the damage of shifting policy maker priorities.

Teachers should not fear open-source technologies. Many mistakenly believe that education technologies are expensive and complicated to use. Open-source technologies are stable, secure, and compatible with other platforms. Organizations both small and large use open source devices every day. Many businesses use open-source servers for their efficiency and costs savings. They often have large communities that provide high quality customer support. Best of all, open-source technologies often cost less than proprietary products.

Use online education portfolios to evaluate students. Educators have known about the benefits of paper based portfolios for generations. Portfolios allow students to express creativity for difficult to assess subjects. Teachers can choose from a variety of online portfolio providers tailored to the needs of their classroom. They also serve as a platform for students to demonstrate growth. Online portfolios have many advantages over paper based options because they cost less and allow for more robust outreach. Online portfolios are also amenable to a wider variety of formats including video, music or other interactive features.

Teachers should embrace the Common Core State Standards. Common standards make teaching simpler. Teachers have to write lessons that comply with district, state, and national standards (e.g. NCTM or NCTE). Having a single set of standards eliminates redundancy and conflicting guidelines. Furthermore universal adoption of common standards will support future technological innovations that aid teachers. From a technical perspective, standards facilitate the development of new technologies. Innovators can focus on developing tools that better serve students rather than solving technical challenges of interoperability created by multiple sets of standards.

Undoubtedly weak financial support inhibits the adoption of education technology. Despite this obstacle, teachers working together have tremendous potential to reform education. Every day teachers face choices about how to implement the curriculum and instruct students. Those moments are opportunities for teachers to engage in education reform that has a real impact on students. Teachers should use education technologies that are inexpensive, easy to use, and improve student learning.

Standards-based grading and reporting will improve education

Making clear linkages between standards, assessment, grading, and reporting that are concisely reported work for the betterment of ALL students.

Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers’ evaluations — formative or summative — of students’ performance. Reporting is how the results of those evaluations are communicated to students, parents, or others. Because of their fundamental nature, educators must ensure that grading and reporting always meet the criteria for validity and reliability. And because of their primary communication purpose, educators must also ensure that grading and reporting are meaningful, accurate, and fair.

Why grading is important and what it tells…..

The first step in sound classroom assessment practices associated with grading is to ensure that grades are meaningful. In determining students’ grades, teachers typically merge scores from major exams, compositions, quizzes, projects, and reports, along with evidence from homework, punctuality in turning in assignments, class participation, work habits, and effort. Computerized grading programs help teachers apply different weights to each of these categories that then are combined in idiosyncratic ways. The result often is a grade that is impossible to interpret accurately or meaningfully. To make grades more meaningful, we need to address both the purpose of grades and the format used to report them.

Purpose and criteria

The purpose of grading is to describe how well students have achieved the learning objectives or goals established for a class or course of study. Grades should reflect students’ performance on specific learning criteria. Establishing clearly articulated criteria for grades makes the grading process more fair and equitable. Unfortunately, different teachers often use widely varying criteria in determining students’ grades, and students often aren’t well-informed about those criteria.

Recognizing that merging diverse sources of evidence distorts the meaning of any grade, educators in many parts of the world assign multiple grades. This idea provides the foundation for standards-based approaches to grading. In particular, educators distinguish among the product, process, and progress learning criteria.

Product criteria are favoured by educators who believe grading’s primary purpose is communicating summative evaluations of students’ achievement and performance. They focus on what students know and are able to do at a particular point in time. Teachers who use product criteria typically base grades exclusively on final examination scores, final products (e.g., reports, projects, or exhibits), overall assessments, and other culminating demonstrations of learning.

Process criteria are emphasized by educators who believe product criteria don’t provide a complete picture of student learning. From this perspective, grades should reflect not only the conclusive results but also how students got there. Teachers who consider responsibility, effort, or work habits when assigning grades use process criteria. The same happens when teachers count classroom quizzes, formative assessments, homework, punctuality of assignments, class participation, or attendance.

Progress criteria are used by educators who believe the most important aspect of grading is how much students gain from their learning experiences. Other names for progress criteria include learning gain, improvement scoring, value-added learning, and educational growth. Teachers who use progress criteria look at students’ improvement over a period of time, rather than just where they are at a given moment. Scoring criteria may be highly individualized among students. For example, grades might be based on the number of skills or standards in a learning continuum that students mastered and on the adequacy of that level of progress for each student. Most of the research evidence on progress criteria comes from studies of individualized instruction and special education programs.

After establishing explicit indicators of product, process, and progress learning, teachers then assign separate grades to each indicator. In this way, they keep grades for responsibility, learning skills, effort, work habits, or learning progress distinct from grades that represent students’ level of achievement or performance. The intent is to provide a more accurate and comprehensive picture of what students accomplish in school.

Typically, the “achievement grade” is expressed as a letter grade or percentage that represents the teacher’s best judgment of the student’s level of performance relative to the explicit learning objectives for the class or course. Computations of grade point averages (GPA) and class ranks are exclusively based on these achievement or product grades. For non-academic factors such as homework, class participation, effort, and learning progress, teachers typically record numerical marks (e.g., 4 = consistently, 3 = usually, 2 = sometimes, and 1 = rarely). The development of rubrics helps make this process explicit for students and parents. For example, in the case of homework, teachers may use categories such as: 4 = all completed and turned in on time; 3 = only one or two missing or incomplete; 2 = three to five missing or incomplete; 1 = more than five missing or incomplete. The key is to ensure that students understand the various performance levels so they know exactly what the mark signifies and what must be done to improve the mark.

Teachers who report multiple grades for these different criteria don’t have to worry about how to weight or combine the grading evidence. This avoids difficult arguments about the appropriateness of various weighting strategies. Reporting multiple grades also increases the validity, the reliability, and the fairness of the grading process. Furthermore, to the degree that classroom assessments of student learning are aligned with student learning outcomes addressed in large-scale state assessments, the relationship between product or achievement grades and the accountability assessment results will be much stronger.

Education focuses on creativity and 21st century skills

The rate of progress in the 21st century demands a significant shift in educational values and strategies. If this shift is not achieved in time, educators believe the young minds of tomorrow will be ill-equipped to deal with the challenges to come and be at a loss when expected to keep pace with innovation.

The biggest element of this shift is the attention being focused on the needs of today’s pupil. The traditional teacher-centric instruction to students and the standard mode of dissemination of knowledge is increasingly being viewed as a dispensable practice. Today’s classrooms demand a revised approach towards pupils with the use of a strategy often referred to as student-centred learning. And, occupying pole position in this transition is the role of technology that is aiding as well as changing the methodology of teaching and learning.

There is a global movement towards helping children develop 21st-century skills, including the ability to create and maintain positive interpersonal relationships, adaptability, creativity and technological know-how, but none of these are possible if teachers do not work with the pupils in a way that allows them to guide their pace and style of learning, today, the teacher only steers children [in the right direction] as they develop self-confidence and learn social values and etiquette. I believe that pupils today have access to more information than ever.

Traditional methods of teaching that are still being adhered to in the schools:

• Teacher-centric classrooms

• Teachers in the mode of knowledge dispensers rather than facilitators

• Chalk and talk methods

• Regimented classrooms

• Lack of collaboration and group learning

• More emphasis on examinations and results rather than understanding of concepts

• Improper alignment between objectives, activities and assessments 

Modern methods in use in education

• Technology-driven classrooms

• Continuous comprehensive evaluation (extensive reports)

• Cross-curricular connections

• Inquiry-based learning

• Emphasis on understanding of concepts

• Linking curriculum with life making relevant and interesting for the student.

• Emphasis on skill building, life skills and values

• Smart interactive boards

• BYOD – Bring your own device

• Collaborative learning

• Differential learning

• Activity-based learning and learning labs

• Interdisciplinary learning

• Integrative and social responsibility and civic engagement

• Digitisation in teaching, learning assessment and feedback

• Collaborative learning

• Differentiated instruction

• Flipped classroom

• Problem-based learning

EFFECTIVE LESSON PLANNING, DELIVERY TECHNIQUES AND CLASSROOM MANAGEMENT SUGGESTIONS

Good lesson planning is essential to the process of teaching and learning.  A teacher who is prepared is well on his/her way to a successful instructional experience.  The development of interesting lessons takes a great deal of time and effort.  As a new teacher you must be committed to spending the necessary time in this endeavor.

It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence.  There is a large body of research available pertaining to lesson development and delivery and the significance of classroom management.  They are skills that must be researched, structured to your individual style, implemented in a teacher/learning situation, and constantly evaluated and revamped when necessary.  Consistency is of the utmost importance in the implementation of a classroom management plan.

All teachers should understand that they are not an island unto themselves.  The educational philosophy of the district and the uniqueness of their schools should be the guiding force behind what takes place in the classroom.  The school’s code of discipline, which should be fair, responsible and meaningful, must be reflected in every teacher’s classroom management efforts.

SUGGESTED PRACTICES

• Establish a positive classroom environment
• Make the classroom a pleasant, friendly place
• Accept individual differences
• Learning activities should be cooperative and supportive
• Create a non-threatening learning environment
• Organize physical space; eliminate situations that my be dangerous or disruptive
• Establish classroom rules and procedures and consistently reinforce them

• Begin lessons by giving clear instructions
• State desired quality of work
• Have students paraphrase directions
• Ensure that everyone is paying attention
• Ensure that all distractions have been removed
• Describe expectations, activities and evaluation procedures
• Start with a highly motivating activity
• Build lesson upon prior student knowledge

• Maintain student attention
• Use random selection in calling upon students
• Vary who you call on and how you call on them
• Ask questions before calling on a student; wait at least five seconds for a response
• Be animated; show enthusiasm and interest
• Reinforce student efforts with praise
• Vary instructional methods
• Provide work of appropriate difficulty
• Demonstrate and model the types of responses or tasks you want students to perform
• Provide guided practice for students; monitor responses and deliver immediate corrective feedback

• Use appropriate pacing
• Be aware of your teaching tempo
• Watch for cues that children are becoming confused, bored or restless;  sometimes lesson have to be shortened

• Provide suitable seatwork
• Seatwork should be diagnostic and prescriptive
• Develop procedures for seeking assistance; have a “help” signal
• Develop procedures for what to do when finished
• Move around to monitor seatwork
• Vary methods of practice

• Evaluate what has taken place in your lesson
• Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behaviour
• Determine if the lesson was successful; were goals accomplished?

• Make a smooth transition into next subject
• Have materials ready for next lesson
• Maintain attention of students until you have given clear instructions for the next activity
• Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use monitors
• Move around and attend to individual needs
• Provide simple, step-by-step instructions
• Utilize a freeze and listen signal, when necessary

• Develop positive teacher/student relationships
• Set a good example; be a positive role model
• Create an exciting learning environment for all students
• Reward good behaviour; create special activities that children will enjoy doing
• Correct misbehaviours; have consequences of disruptive behavior; communicate them to children
• Handling disruptions
• Keep is short and simple (KISS)
• Use a warning system
• Defer disruptive behaviour proactively (eye contact, close space between you and student, use head/hand gestures)
• Help students be successful
• Use planned ignoring (and teach other student to also ignore)

Essentials of Effective feedback to students

1. Student feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what

the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Use the concept of a “feedback sandwich” to guide your feedback: Compliment, Correct, Compliment.

2. Student feedback should be given in a timely manner.

When student feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each individual when giving student feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning have shown that learners want to know where they stand in regard to their work. Providing answers to the following four questions on a regular basis will help provide quality student feedback. These four questions are also helpful when providing feedback to parents:

·         What can the student do?

·         What can’t the student do?

·         How does the student’s work compare with that of others?

·         How can the student do better?

5. Student feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students “on target” for achievement.

Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. Utilize the ‘4 questions’ to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Student feedback can be given verbally, non-verbally or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. For example, when I taught Writer’s Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

10. Alternate due dates for your students/classes.

Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give student feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. You can imagine how the student’s quality of work increased tenfold! If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide the verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

15. Return tests, papers or comment cards at the beginning of class.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviours in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A+ on that vocabulary test. If you are thrilled with a student’s recent on-task behaviours, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student’s behaviour. Comments and suggestions within genuine student feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’.

18. “I noticed….”

Make an effort to notice a student’s behaviour or effort at a task. For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose for an assessment and/or student feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give YOU feedback.

Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn’t they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.