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Learning Environment Plan Part 4

Something I would like to incorporate in my classroom as a form of digital student portfolio would be personalized websites. I would like my students to begin building their sites as a way to showcase and store the work they are most proud of. I feel this would also be a platform that would be able to grow with them, allowing them to continuously build upon the individual pages within their sites as they progress through their educations. It they were to maintain the website, they may be able to use it for applications to positions within summer camp, leadership conferences and eventually college and employment prospects. If they were to even become involved in a program which granted a digital badge for completion of training, the homepage of a personalized website would be an excellent place to display it. 

While AR and VR do offer many exciting prospects, I would not feel comfortable integrating them into my classroom on an individual basis until more research on the benefits and negative effects are performed to better understand the impact it will have an children’s developing brains (I discussed this topic in the fourth segment of my annotated bibliography). One prospect I would like to employ more, however, would be virtural field trips. I feel that these are excellent opportunties for students to experience when a physical journey is not possible. I think it would also be a great learning experience for students to create one themselves. An example may be to have them break into groups to create short segments of different parts of the campus to compile a virtual fieldtrip which could be shown to new students, or even schools across the globe to see how elementary campuses in different countries are setup. 

As far as NGDLE is concerned, I feel I would need more experience with the newer platforms before I could commit to one fully. I currently use Google Classroom and enjoy all of the add-ins it has to offer for myself and my students. For example, my making the main stream accessible, students are able to post questions to each other like a discussion board. Sometimes they may be a questions regarding assignments, and others it is regarding a specific interest or curiosity they would like to share. This open forum allows some insight into what students like and where they need help, allowing personalization of the classroom when the comments are taken into consideration. The most intriguing thing about the NGDLE was its advertisement as a “customization smartphone,” meaning the elements are flexible and not prescribed which I feel is most important when creating a learning environment.  

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Annotated Bibliography 4

Horowitz‐Kraus, T., & Hutton, J. (2018). Brain connectivity in children is increased by the time they spend reading books and decreased by the length of exposure to screen‐based media. Acta Paediatrica, 107(4), 685-693.

     This article discussed the effect of screen time on digital devices upon reading skills in students aged 8-12 years old. The control group utilized more tangible reading resources (books, magazines, newspapers, etc.) compared to counterparts who, as reported by the parents utilized screens multiple times a week. The students brains were measured through fMRI scans for imaging of activated centers within the brain when written materials and verbal words were presented to the children. It was found that the students who engaged in higher screen time averages had slower brain responses, in fewer centers of the brain and most that occurred were not in the children’s language centers. The results of the study concluded that screen time has a negative effect on the language development areas of the brain in children when compared to those who engaged in tangible reading activities. 

     The strength of the article was in the fact it utilized an fMRI to present the results as support for the claims within the results of the study. Another strength was the topic of discussion. Not much research has been focused upon how screen time effects the developing brain of children. The majority of research tends to be on adults who are perceived to utilize electronic devices more than students. The weaknesses of the study were the population of the sample (pulled from one private school, volunteered by parents and all Caucasian females of an upper middle class SES). The screen time usage group was also not prescribed or recorded for the content accessed during their screen time session, which could result in a different conclusion if controlled for.

     This topic was important for my research as there is a large push for technology integration within elementary classrooms. The brains of school aged children interpret information differently than adults and the format presentation can have a large impact on how the receive, encode and ultimately understand information. It is also important to understand the long term effects of a screen presented platform on the development of the brain itself since it is in its crucial developmental years. I would like to see more studies conducted on this topic across diverse populations, with restricted controls and in a longitudinal manner to create a better understanding of the effects of technological integration through screen presented materials. 

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Annotated Bibliography 3

Homer, Ryan, Hew, Khe Foon, & Tan, Cheng Yong. (2018). Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning. Educational Technology & Society, 21(1), 137-151.

This article was a study based on the use of digital badge/points reward system called Class Dojo. The students were ESL students, grades 1-4 who came to the classroom as a pull-out rotation course. The class agenda focused on drilling of phonics and high-frequency words, speaking, reading and writing responses to comprehension questions. Levels of point values to acquire badges were displayed with a hierarchy of titles, as well as different point values for desired (positive) and undesired (negative) behaviors. The students were found to be motivated by the digital point system and performed better on posts tests in speaking. 

Understanding motivation and finding ways to facilitate it in the classroom is important for inspiring students to engage in their studies and encourage them to become life long learners. Digital point systems to acquire badges are an easy way to keep track of efforts by students, teachers and parents on an up-to-date basis without interrupting class proceedings. These systems also instill accountability for one’s own behavior, as their efforts are displayed in a relatable platform. 

This article was important to my work because I have used Class Dojo before and wanted to know more about its effectiveness. While students usually enjoy the personal features of their name and avatar representing themselves, I found other benefits to using these programs. As the article mentioned, the program pairs a different sound with a positive or negative point award, which students quickly become accustomed to. Sometimes having the display screen turned off and simply awarding a point of either category will motivate students to get on-task because they are unsure of who the points were awarded to and the sound is a reminder for them. I also liked the communication aspect of Class Dojo. There is a live stream homepage in which pictures, videos and messages can be displayed as well as the option for messaging with parents. In the case of Class Dojo, the digital point system boarders on becoming an LMS, tracking attendance, behavior and even homework points if programmed to do so. 

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Learning Environment Plan Part 3

One way that I have integrated slides into my classroom recently was through Storyline. I took all of my students sight words (90+) and separated them into 15 lists named by number and a color. I then set up “decks” of those lists as digital flashcards. The flashcards displayed a sentence and the word. I also recorded sound embedded in each slide which (when the user clicks) will read the sentence, the word or perform the say-spell-say routine that students normally do during class. This was a way of differentiating this task and providing support for my students who were ELL or required extra practice. 

I would like to include this same concept in other subject areas for similar purposes. I feel that when slides are accessible to students they allow for students to customize their learning experience either by acceleration, steady pace or extra support. Short videos embedded into the slides are also a bonus when they are carefully selected for appropriateness and minimalism. 

It would be difficult to say synchronous video techniques would benefit my students because some of them are so young (5 yo), however in reading the textbook I liked the idea of being accessible through Skype or responding through video. In the future should I teach older students I would make these option available to them. In the meantime I thought of it as a great way to make myself available to parents who often have other obligations which prevent them from attending school events. Video chat sessions my even be an alternative for parent conferences, or a cool way to send home a notification of improvement (academics or effort) which is always more exciting and impactful than negative feedback. 

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Annotated Bibliography 2

Hung, Woei, & Lee, Chwee Beng. (2014). Intrinsic and extrinsic intentional learning: The difference made by self-determination. Australian Journal of Education, 58(1), 50-58.

This article discusses the different aspects of intrinsic motivation compared extrinsic motivation in relation to learning. The main catalyst in shifting from extrinsic to intrinsic motivation was found to lie in self-determination. Most often self-termination is a core trait and therefore difficult to focribly conjure. However, environmental factors, including goal setting, conformity effects and teacher provocation can stimulate a shift towards intentional learning which is a consequencely facilitates self-determination.

The content of the article is very valuable as it discusses a necessity for alternative learning environments; intrinsic motivation inspired but self-determination. These practices lay in the student centered approach of active learning which allows the student control of their learning and the resources of how to be success in their endeavors. Metacognition and reflection is a common practice within personal goal setting as students establish where they would like their learning to be, measure their current status and monitor their progress, all the while building their understanding of what knowledge they posses, how to gain more and growing their investment in the learning process. These practices are those of “life-long learners” which should be the goal of all students so that they have the understanding of how to continue to improve their skills in classrooms and beyond in their future endeavors.

This article was important to my research because i am interested in understanding how intrinsic motivation can be facilitated by learning environments and the teacher covertly, so that students an establish transferable learning skills. For reading rotation my students are required to learn a list of sight words (high frequency, irregularly spelled words). This is an important factor in fluent reading, however my students were not invested because it was just a list of words with no personal reference. I rewrote the list into smaller color coded lists and paired them with a laminated deck of five index cards so that they could select five words at a time to study. Also attached was a “Star” punchcard. On test days students attempt to earn star shaped punches in the goal card showcasing their progression of sight word mastery. Having a personal connection with a means of measuring their growth has inspired students to become intrinsicly motivated to learn their words.

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Learning Environment Plan Part 2

I mentioned in my last segment of the LEP that my 5th grade classroom had iPads. The students used these to record their science experiments, projects called 5X5′s (5- 5 sec videos explaining a topic in each one and tying them together. An example may be something like the water cycle. Precipitation, evaporation, condensation, sublimation and transformation would each be a segment within this particular 5X5 topic).  I also liked the photo essay lessons discussed in the textbook and I feel a mobile device would be an easy way to accomplish taking and collecting pictures for projects of that sort. While I would prefer my students to use iPads for ebook, since their size is closer to a regular book, I do like that smaller mobile devices are a platform for text. In the instance a student does not have internet at home, textbooks and worksheets can be downloaded into the mobile devices to be read or completed as a “markup” on a PDF style photo. This provides an accessibility to students who would not have that option otherwise. eBooks also come with a lot of other great features like text-to-talk, font (size and color) options, and the ability to highlight and take notes. I feel like I would most use the mobile devices for the eBook and photo options to provide differentiation in reading and projects.

Active learning strategies is a concept I have been having some troubles with this year during my reading rotations. The program used by my district is systematic and scripted, and I have been instructed to complete the lessons as written by the program not deviating from routines (physical and verbal). The trouble I have with this is that my students sometimes get bored reading a word on a flashcard, spelling it and repeating two more times. I feel a product is an important component of active learning. Since technology is not allowed during reading rotations I have sought other methods of teaching that mimic the scripted procedures in a tactile way for my students. One example for my first grade rotation would be providing them a list of 5 personal sight words and mixed letter tiles. They have to unscramble the words, and complete the read-spell-read procedure. When they feel they have mastered it, they are allowed to use a one minute timer to see if they can complete it all before time runs out. For kindergarten I used hot glue on paint chips to create “mystery” sight words that students use to create crayon rubbings. They spell the word as they discover each letter, say the word, then spell and say the word as they write it three more times. The procedures are fundamentally the same, however students are no longer absently repeating each other with little mental effort. The tactile elements engage their attention so that they are actively participating in each activity.  I feel that any learning environment I create would contain active learning through tactile movements and a type of product would be a cornerstone so that students can literally build their learning and display what knowledge and misconceptions they have. 

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Annotated Bibliography 1

Guardino, C., & Fullerton, E. (2010). Changing Behaviors by Changing the Classroom Environment. TEACHING Exceptional Children, 42(6), 8-13.

     This article examines the number of times inappropriate behavior occurs (shouting out, out of seat, tantrums, etc.) and the engagement level of students during the lesson in which these behaviors occur. The proposed solution was to alter the classroom environment in a way that would suit the students so that less distractions, congestion, comfort and convenience were taken into consideration. The end result showcased a drastic decline in the inappropriate behaviors from 90% to ~40%, and engagement increased from 3% to 45%.

     Strengths of this article include the detailed explanation of what the inappropriate behaviors were and the specifics of what constituted an inappropriate behavior and the explanation of disengagement. The explanation of what was specifically changed in the classroom, paired with the pictures aided in understand how and why these alterations would be effective. The weakness of the article would be that it is based upon a case-study. These concepts would be an excellent platform to extend study upon so that a generalized guide could be created as a support of how to create the most effective learning environment based upon the needs of the students within the space provided. 

     The topic of alterations within classroom set up in important because it effects the engagement of students and therefore the active learning experience which is the goal of student centered classrooms. By adapting the environment to the needs of the students, they are provided another support for their learning and provided an example of how to establish a conducive learning setup for themselves of what is most effective when they are outside of the classroom. 

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Learning Environment Design Part 1

Learning environments I’ve worked in: K-12 as a substitute teacher and now elementary grade levels as a credentialed teacher. I was also an All Star for In-N-Out which basically means I was a trainer in new stores. In that instance the learning environment for me was training in conference rooms, followed by me training others in “the stand” where it can quickly become an organized chaos. 

As far as the learning environment I am trying to create... I feel I need more exposure to the course material before I can really understand what the question is asking and provide a valid answer. Surface level, I would say an elementary classroom which enables students the opportunities to have interactions with each other, technology and tactile materials. I am an advocate for least restrictive environments (LREs) and have seen that they are possible at an elementary school level if a sense of community has been developed. 

Like many others, I feel the biggest issue impeding my progressive learning environment is knowledge and understanding of technology. Because I do have some experience and am currently enrolled in the EMM program, I gain exposure to different types of technology and can adapt quickly. However, I feel that if I were not an active member of a tech-focused program, I too would relay on what is familiar and has proven to work previously, rather than experiment with the unknown. For many teachers the support and training is not available of where to start and how to progress. Another factor is marginal cost. Integrating technology can be very expensive and time consuming. Not to mention that technology has many challenges which can present unforeseen obstacles. In my position this year I am not allowed to use technology with my intervention students. However, I am also in the process of clearing my credential which requires that I implement technology. To accomplish this, I have to request permission from my principal and present an exact plan and sample of what I would like to teach and on what specific day I would like to teach it. I worked for weeks creating a digital interactive story book for this particular occasion, and was granted permission on one particular day. On that day my student arrived disheveled and unfocused, some missing their devices and other at 2% power. I tried to refocus the those which needed and and paired students so that all could have the experience, only to have the link to the story break and then our system fail. So that was it... no story. I missed my opportunity do to technical glitches. I quickly switched back to the scripted lesson which my students would have normally received and progressed as usual. I understand why some teachers are reluctant when it comes to integration for these reasons. 

As discussed in our group meeting I have (I believe) achieved the Revision level at least once in my teaching practices when I had my 5th grade student utilize several types of technology during tactile activities which required collaboration and creativity. With all of the available apps, I believe that even with little effort many teachers can achieve the augmentation level, simply by allowing students to explore resources and share what tools they find on the devices available to them in their classroom. 

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Let me introduce myself...

Name: Vanessa Ziemann

Occupation: Reading Intertion Teacher by day

In-N-Out Burger master by night (12+ yr)

I began the EMM Program because... why 3rd graders during student teaching were able to work the chomebooks better than me and I need to catch up for the sake of my future students.

I’m very novice when it comes to technology (so I often make mistakes and get frustrated) but I do commit a lot of time to all of my projects so in the end I learn a lot.