This week, I have a student with a SETT chromebook because she has a learning disability. This allows her to keep up with the class pace and access technology (Google Read and Write mainly) to support her academically. We have been learning about Residential School in Social Studies since the beginning of the school year and they had a unit test coming up. She had been using quizlet to study. This website allows mini tests to quiz yourself on the content you are studying for. She then said, would I be able to do my test online? After we learned about Socrative, I set her up on there to complete her test. It was a variety of questions such as multiple choice and true or false. This was an extremely effective tool and she felt much more confident completing it on the computer. She also enjoyed the fact that she got immediate feedback on how she did on the test. Below I will post screen shots of the two types of questions and the results after she wrote the test.
I chose this tool because it was touched on in class and I wanted to experiment with it! I found it challenging to startup as I didn’t know you had to set up the “room” prior to having students take the test. Once I got her logged in and setup it was fairly smooth. Making a test was extremely simple and my student responded very well to the simple layout and the immediate feedback. I used the tool instead of having the student write a paper copy test and I limited the number of questions she had to completed compared to her peers.
I haven’t used the website enough to know the pro’s and con’s but I found a website where someone listed them.
Overall, I think I need to experiment more with it to become more effective at using it! Anyone else use it and have any advice?
As teachers in the digital era technology have empowered us with various tools, techniques to aid us in instruction and make our classrooms interactive and engaging. As a mathematics teacher If I were to choose aneducational technology toolfor assessment, my choice would beThe Answer Pad.
As a mathematics teacher, I am particularly interested in this tool because of its comprehensive nature which is entirely different from the other assessment tools. This completely collaborative tool which supports both mobile and web platform helps teachers monitor student progress and also promotes student engagement. Determining efficient assessment tools and plans can often be a challenging task for educators and for a math educator it would be even more challenging as I have noticed that not all assessment tools serve the purpose and are not suited for every class
and situations. I couldn’t agree more with my classmate Sage when she states “Technology has influenced the ways in which teachers assess their students for decades. With more recent advances in technology, we now have access to a seemingly endless bank of tools”. The Answer pad is such a tool which helps educators to design summative assessments which can be answered by the students very quickly and interactively by just tapping on the devices and also formative assessments can be directed by teachers in a very creative and straightforward manner, this inclusive nature was the ultimate factor which caught my attention. I am a full-time student now, but once I am back with my students, I think this tool will be a winner in my classroom.
The Answer Pad assessment tool is straightforward to set up and is a multi-platform BYOD learner discussion system that concentrates on real-time assessments. Educators can enroll for free and build their class and enroll their students, or the students can register themselves by the registration code provided by the teachers. The Answer Pad tool is completely free for up to 200 students over eight classrooms. The Answer Pad is an interactive and engaging tool for a math educator, and I am excited to try it with my students. By Logging on to this tool, we will be able to format our class to take swift formative or summative puzzles to help us know if our students understand what we are teaching in our classroom. The abundance of resources and pre-made quizzeswhich are available in the answer tab website make it even more exciting for educators and the simple, flexible way of creating our own quizzes make it easy to use. With all such features, I do think that this tool will increase engagement and participation in my classroom.
Thus, in conclusion, I think the pros of The Answer Pad include:
Easy and free to install
Quick to Connect and enhances classroom participation and engagement.
Facilitates attractive feedback and Broadcast system.
Drawing tool can easily be sent out for students to work through a problem.
Every student in the class is given a voice.
Live Monitoring system allows the teacher to watch students work through an assessment
However, there are some cons as well,
This platform is entirely technology-based and might be challenging for some educators. • Students may get distracted by the web page, video features as they can view without out having to leave the interactive session.
Finally, I think that the Pros of the Answer pad tool would definitely outweigh the Cons. What do you think? Have you ever used The Answer Pad tool in your classroom? If yes what do you think about the tool? And your student’s response to the tool. If Not, would you consider using it in your classroom?
Assessment Technologies have changed the possibilities of assessment. There are many tools out there that can be used for formative and summative assessment and long gone are the days of the traditional pen and paper assessments. Technology can provide students with a variety of tools that they can show and share what they know and what they have learned about a topic. Digital assessment has the ability to become embedded in learning and does not have to be something that is completely separate and done at the end of a unit. Digital assessment allows teachers to get immediate feedback on exactly where their students are at. This allows them to assess that data and use that immediate data to inform their planning in order to meet the students exactly where they are at. There are many benefits to using assessment technology within the classroom.
In saying all of this I know that many teachers have been using Assessment Technologies for years but quite honestly I haven’t used them much at all. One challenge that I have had with them is having access to enough technology in our classroom to use these on a regular basis. I feel like I have been my own barrier in this and so this week I made it my mission to see what I could find that could be used within my classroom even without having access to a full set of classroom devices.
When searching for an option that does not require each student to have their own device I found that Plickers would be a great tool to test out. I have heard about Plickers before and knew that it was a multiple choice assessment technology but I assumed that Plickers would be similar to Kahoot where students would select their answer on their own device. I was pleasantly surprised when I found out that Plickers is a tool that offers the same multiple choice type of experience as Kahoot but that it only requires the teacher to have a device and not every single student.
Plickers requires teachers to print off a set of class cards where every student is assigned a card. Each card is unique to that student that has a different shape that is scanned when the student holds up their card. Students are required to turn their card to demonstrate their understanding by picking the answer A, B, C or D. Students need to be informed and taught how to properly hold their cards so that their fingers are not covering up the pictures as well and need to be taught how to turn their card to show which answer they have picked.
The following video demonstrates how Plickers can be used in the classroom to give teachers quick, informative and immediate feedback on their students learning.
Considering last week was a short week at school I only had the opportunity to introduce Plickers and give it a single try in our classroom. I am looking forward to this week to give it another try and begin to see what type of data I can collect and see how it can be used to inform my planning and teaching. All in all, I think that Plickers is a great option for incorporating Assessment Technology in the classroom when you do not have access to a classroom set of devices!
This week, our professor Alec, asked us to explore an assessment technology that is new to us. I am choosing the tool called Plickers. I heard about Plickers a few months ago and have recently started using it in my classroom on occasion. I was able to use it a couple times last year and just this week, my current students used it for the first time.
Plickers is a free assessment tool which provides a quick and easy check for understanding from students. I chose to explore this tool because my students really liked using Kahoot! however because we only had access to 5 iPads, not all students were able to participate at the same time or they would have to participate in groups which did not provide an accurate picture of student understanding.
There was no significant challenges to setting up Plickers. It is quite easy to use and I was able to get going with it quite quickly. Plickers uses coded multiple choice cards. I chose to print the cards on cardstock and laminate them to ensure durability throughout the year. My students keep the same card all year to ensure further ease of use for me! Additionally, while this tool can be used for both formative and summative assessment, I primarily use it as a tool for formative assessment and unit reviews prior to summative assessments.
Very simple to use for students. They just need to rotate a card to show their answer.
Very simple for teachers to use the app, to scan, and to project answers.
Plickers cards are easy to handle, and come in different sizes typical to larger auditoriums, and in larger size fonts for younger students to be able to read.
Students are engaged. It’s fun! They are eager to get the correct answer because they get anonymous feedback following each question.
It is non-threatening to use because their names are not being used to show correct or incorrect responses. However, as the teacher, I can see their names on my phone so I can easily assess who is being successful with the questions in real-time.
In my group’s presentation this week, we covered the evolution of Web 1.0 to Web 2.0. This truly marked the change of an information only web, to an interactive web in which users contribute and participate.
Web 2.0 is home to many educational tools that our class had the opportunity to explore and collaborate together on how they could be used in our classrooms. There is so much potential power and the ability for Web 2.0 tools to enhance learning, but there are barriers as well such as access to technology and lack of teacher professional development in this area.
I think more in my personal life than my professional life, I am starting to see the shift from Web 2.0 to Web 3.0. The advent of social media (which I think is pretty great in a lot of ways), was a big part of Web 2.0. Not only do we have social media now, but often on my social media I see ads for things that I have just been searching for on google, or the freaky thing I swear – just talking about with friends. The personalized, individual experience for us on the internet is part of the shift to Web 3.0. Sage did a great job breaking down terms such as the Semantic Web, and the Web of Things in her blog post, and I also found this video helpful in my understanding of this complex, and at times difficult to grasp concept.
In the same way I am having a hard time fully imaging this futuristic Web 3.0, I am sure my parents struggled with the thought of finding everything you could in a library online, and being able to chat with someone overseas on video. This shift to Web 3.0 also has an impact on education that I am not entirely sure what will look like yet, but it is a concept that Jackie Gerstein explores.
The shift to Education 3.0 really involves a complete pedagogical change for most teachers, and in my mind, a complete overhaul of our current 4 wall classroom school system. Like the personalized/individualized experience Web 3.0 offers, Education 3.0 creates self-determining learners who are essentially in control of what they are learning. As Gerstein discusses, one of the barriers is teachers’ being focused on a fixed mindset instead of a growth mindset. Excuses such as not enough time, training, or needing to cover content are part of a fixed mindset in this transition to Web 3.0 – all which revolve around the teacher, not the student.
“The learner needs to be central to all teaching endeavors” (Gerstein, 2014)
Whether it is education 1.0 or 14.0, I believe we must keep the focus on the learners, but also properly support, train, and prepare teachers to meet their students needs both inside, and outside of the classroom.
As we know the internet and technology is something that is continuously progressing at rates that many of us cannot imagine being able to keep up with. I haven’t ever sat back to think about the timeline of the internet and how it has progressed from web 1.0 to web 2.0 and now starting the progression into web 3.0. This weeks presentation by Jana, Katie, Kyla, and Brooke allowed me to really understand the differences between each era of the internet and has encouraged me to consider how these changes have impacted teachers and education.
I can remember the days of web 1.0. I was in high school when I was first introduced to the internet and looking back I cannot recall really ever using the internet for learning in high school. I do however remember using the card catalog and the encyclopedias in the library for research but I do not recall using the computers for research what so ever. What I do have memories of is typing class and remember how our ‘computer classes’ were primarily focused on learning to type. Reflecting on high school I do not have any memories of any teacher taking time teaching us how to use the internet. In Scott’s blog post this week he describes web 1.0 perfectly. He shares how the internet 1.o was just used for ‘read-only’ ways and there was no way for students to contribute to and add to their learning online. When considering what web 1.0 was used for it is easy to see that there was not much difference between using an encyclopedia or using the internet for research as it was all fairly relative at that point.
Moving into my undergrad I remember the shift to web 2.0. I remember this shift based on the internet then became a social space we were able to be much more connected online. Although I remember my social life becoming much more connected online I do not remember my learning becoming more connected online. Reflecting back on my undergrad degree I still remember going to the library and taking out all of the textbooks that I would need in order to do research on a topic for a class. I feel that the lack of knowledge of how to use the internet for research based on having no education of that in high school really hindered my use of the internet during my undergrad. It was not until I began my Masters degree that I really was able to understand how all academic articles and academic journals could be accessed online and that we do not require the library like we once did for research.
Looking at web 1.0 and web 2.0 from a teachers perspective and how it was used for my own education it seems that teaching and learning seem to constantly be a step behind the development of the internet. Many teachers currently today are still learning the basic skills of navigating the internet. They are still learning the basic skills themselves so incorporating technology into the classroom is something that teachers are struggling with. If teachers are not using technology in the classroom today then they are not meeting the needs of their current students and teaching and modeling the skills they require to be successful in navigating the internet independently outside of school.
Many teachers are still using the internet as a ‘read-only’ tool in their classrooms. They are now using it to allow students to research and look up information but they are not teaching them how to connect with others and how to be an active participant online. This becomes problematic as there become gaps in understanding with students and what possibilities the internet offers us for learning and how it should be properly used. Many teachers do not want to bring the ‘social’ aspect of web 2.0 into their classrooms. This may be due to their comfort level with the tools or they do not see the value in teaching using these tools. Due to these gaps students then miss out on learning about Digital Citizenship.
As teachers, we have a responsibility to understand the development of technology and how it impacts what students need to be learning and how we will meet those educational needs. Considering a large portion of web 2.0 is social media it is important for teachers to explore how their teaching needs to help students understand Digital Citizenship and help them understand how their digital footprint is a permanent footprint. We have a responsibility to be role models online and use these tools within our classrooms to model what appropriate online behavior looks like. There needs to be more professional development for teachers in these areas to help teachers understand how they can push themselves outside of their comfort zones and incorporate this into their teaching.
With the shift moving towards web 3.0 it is clear that education will once again be behind. Many teachers are just now becoming comfortable with or beginning to understand how Web 2.0 influences our teaching so this again will be a shift that we will need to make up ground on. I think it is important that teachers begin to have the conversations of what Web 3.0 is and how that will impact and change our teaching once again. School boards need to begin to consider what types of professional development will be needed to help teachers with this new transition. As a teacher, it can sometimes be frustrating how quickly technology is changing. We need to find ways to embrace it so we can help our students navigate the online world responsibly and to the best of their ability.
Education as a profession needs to commit to keeping up with the fast past changes with technology to ensure that we are preparing our students to successfully navigate the online world today, tomorrow and in the future. We need to be very mindful of the role we play in ensuring that they are educated in how to safely and successfully use technology.
In saying that, change has the potential to be very difficult and stressful for people. Relating this back to the education of our students, I definitely think it’s important for education to continue to change and improve, especially to keep up with our current changes in society, specifically technology. If the goal of education is to create future contributing members of society, then we must continue to update and change our teaching practices.
So much has changed in the last 20 years in the tech world. Exposing and introducing productivity suits and web tools to students is very important and can have many positive impacts. The following of all the examples of what web 2.0 and web 3.0 has to offer for yourself as well as our children.
I use so many of these already in my everyday life, and try to incorporate them as much as I can in the classroom. In not incorporating these into the classroom, I at least make an effort to talk about the the web 2.0 and web 3.0 apps. Jana,Katie, Brooke, and Kyla O did a fantastic job discussing the benefits and barriers of the web. I definitely think these are very important to consider when introducing different aspects of tech to students. Below, are some of the ones the outlined.
I also found the article The Role of Web 2.0 Technologies in K-12 Education that was posted by the group helpful in terms of all the ways in which you can use the web in the class. In the section Classroom Examples of Web 2.0 Applications in this article, you will find many great ways to use web 2.0 in the classroom. Blogging, social networking, wikis, and social bookmarking are all great examples mentioned in the article. As well, and as I mention before, “Our students will be living and working in this networked environment in which they must be able to locate, manage, create, and communicate online content. Even now, Web 2.0 tools are being utilized in the workplace, media and home” as stated in the the section Relevance for Teaching and Learning!
Thanks for the great presentation ladies!
The internet today is very much alive, and the evolution of Web 1.0 to Web 2.0 to Web 3.0 all happened in my lifetime. I was fortunate enough to witness this evolution, and it surprises me quite often to the fact that where we were and where we are now and is still evolving as we speak. Jana, Katie,Brooke, and Kyla O excellent presentation this week refreshed many such memories. The first generation of internet WEB 1.0 primary gave just information, but with the rise of so many platforms, the web became increasingly interactive where the consumers became contributors reaching to a point where without the contributors there was no meaning to the very existence of the platform. There will be no Facebook or YouTube if no one posts content or videos to those platforms and now web 3.0 make me even more optimistic, and as a teacher, if I relate this shift to education 3.0, it also makes me a bit anxious too.
Web 1.0 and Education 1.0– According to Jackie Gerstein, Education 1.0 and Web 1.0 represents learners as receptacles of knowledge, where educators are mainly gatekeepers of information. Education 1.0 was just like Web 1.0, a source of static data, where learners go to educational institutions to get an education from educators. It is primarily teachers who produced, supplied information and students were the consumers of knowledge. Even though collaboration took place, it was limited to small groups,
Web 2.0 and Education 2.0– The shift of web 2.0 paved the road to education 2.0 where the technologies of web 2.0 were used to improve outdated approaches to learning. The incorporation of blogs, wiki, podcasts and much such similar technology enriched the format of education and educator’s role changed from the primary source of information keepers to guides and mentors. Even after such an advancement, most educational institutions are still living in and working through an Education 1.0 model. I couldn’t agree more with Michel when he states in his blog post “Unfortunately, many classrooms are not quite ready to make the shift from Web 1.0 to Web 2.0.”
Web 2.0 and Education 2.0– According to Derek et al. education 3.0 “is characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role “. Gerstein’s metaphor and article suggests that just like how the evolution of web 1.0 to 3.0 happened there must also be an evolution or transformation in education and our teaching practices. As teachers, we must learn from what is trending on the internet, learn how our students connect, communicate, learn and share. The shift of web 2.0 paved the road to education 2.0 where the technologies of web 2.0 were used to improve outdated approaches to, but unfortunately, most of us are stuck in education 1.0. The Gerstein’s metaphor and articleis an excellent contribution to teaching fraternity to analyze our teaching practices and reflect upon where we stand and where we must be heading. Even though we are at the frontiers of web 3.0, we have not yet reached there, and the course of teaching itself is not changed significantly, even though the foundation for broader transformation is being laid down by web 2.0. Web 2.0 technologies are currently used to enhance traditional approaches to education. Education 2.0 involves the use of blogs, podcasts, social bookmarking and related participation technologies, and it facilitates a superior opportunity for collaboration between the educator and student, students to students. The shift to web 3.0 will be a massive shift in education and to be honest, it also makes a bit anxious.
With the evolution of web 1.0 learners obtained knowledge, web 2.0 technologies facilitated them with platforms from which they could share, converse, reproduce, data upload, discussion forums and publish information. Web 3.0 will be more open, well connected and mainly intelligent, self-learning. There are many advantages and disadvantages from the shift to Web 3.0. Web 3.0 permits us to individualize to meet the needs of each student, which will allow them to learn relevant information in a collaborating, personalized, and open, free manner. The article User Generated Education states precisely that “education 3.0 is based on the belief that content is freely and readily available. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education”. With so many privileges and advantages come hand in hand with various challenges. First of all, it will be difficult for teachers to adapt. In this ever-changing educational landscape we are always required and expected to change, and many of us are resistant to so many changes; ultimately it will not be a choice, and we have to change, adapt so that our teaching practices will accommodate the new expectation. When that situation arises, there is a need for training and professional development so the educators can successfully incorporate the web 3.0 in their teaching practices.
With everything that been said, I also feel concerned for those students who cannot afford such technology and have lack of access at home. If our teaching practices are entirely be based on technology how can we accommodate those students who do not have access to such privileges? How can we as educators and school deliver equal learning in a world of unequal access? There is a lot of unanswered question, and it also raises a problem are we ready for such a shift???
This week, my group presented on Web 1.0 and 2.0. We discussed everything from the history of the web to theories of learning as they relate to the web to creating a collaborative document using Web 1.0 and 2.0 tools and finally to a discussion of social media which is a huge part of Web 2.0. We had just got our heads wrapped around Web 1.0 and 2.0 and then….Alec threw a Web 3.0 blog prompt at us!
Alec asked us to think about the following thoughts:
“The web influences people’s way of thinking, doing and being, and people influence the development and content of the web. The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used as a metaphor of how education should also be evolving, as a movement from Education 1.0 toward that of Education 3.0. The Web, Internet, Social Media, and the evolving, emerging technologies have created a perfect storm or convergence of resources, tools, open and free information access.” (Jackie Gerstein)
Gerstein’s metaphor of a “perfect storm” of resources, tools, open and free information access is a great description of what the web has become. We all know there are endless tools to use, information is endless and there are pros and cons to each click we make on the web. The potential effect that each of our clicks has is part of this storm. Our choices with the current web are endless but there is implications for everything we do.
This chart gives some ideas of what the world and education will look like as it has evolved in different stages of the web:
I would like to wrap up the blog post by examining the following thoughts…
This article provides some great examples of how Web 3.0 will effect education. The responses are presented by a few leading tech / education gurus. Here are a few of my favourite responses:
“For a generation, schools spent money on hardware and software, and the results didn’t point to the idea that these technologies were demonstrably improving learning outcomes. Now, we have millions of kinds of devices that can access the Internet. So it’s not necessarily that you have to buy one type and it equals educational technology. Eventually, all machines will be Internet-connected, and the “educational” piece will be in the way teachers use the digital world to foster learning” – @BlakePlock
“Another great disruption is the fact that there are people who are going to say, “We can do all this for next to nothing.” Sebastian Thrun of the Stanford AI class and his team at Udacity realized they can amortize costs across thousands of students and ultimately might be able to offer a computer science degree for as little as $500. Contrast that with the cost of a college education, and you see just how disruptive this could be”- Tim O’Reilly
“Good teachers have always involved students in complex projects. But in the past, it’s been more difficult, with just the library down the hall and the teacher’s knowledge to guide them. As personal and continuous access to a Web 3.0 environment becomes a reality, teachers will be able to develop engaging, interesting and more complex assignments that are supported by a variety of resources. Students can understand more about, say, backyard bugs by engaging with an entomologist online, or earn a digital badge as they demonstrate advanced search techniques” – @OfficeofEdTech