facilitate learning

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Mathematics

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Feb 20, 2024

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Rachel Bird EDU-225 July 27, 2012 Sharon Cournoyer Technology Used to Facilitate Learning The use of technology is nearly a mandatory factor in educational settings. There are many different types of technology that can be used to help a teacher in facilitating learning in their classroom. Whether it is the hardware used or the software and programs used in correlation with the technological items. Teachers currently have many resources available for use in a classroom, with more technology being developed every year. Some examples of this technology are as follows:  Laptops/ PCs  Smart boards  Ipods/ Ipads  Digital cameras  GPS  Microsoft office (work, word, powerpoint, excel)  Spreadsheets  Digital or computerized /online testing  SAS educational products (for data entry) ( Sas® for k-12)  STAR (standardized testing) (Sample Questions) 1

 OSA systems  Discovery Schools Quiz Center (online)  QuizStar  Quia (has a fee per year per teacher)  EPortfolios  Computerized grade books Each of these are optional tools that teachers, principals, or school boards can decide to use in the classrooms and or the schools or even the entire district. These modes of technology can be used to assess the students while they learn. In education there are two types of assessments that teachers can use to evaluate their students. Summative assessment is when a teacher looks at the overall knowledge acquired by the student, whether done by visual or audio observation or testing. Formative assessment is when a teacher uses selection of the students’ work that has been turned in for judgment of knowledge level (Assessment for Learning). In my opinion, teachers should not use only technological techniques to assess their students learning progress. If nothing else, teachers need to know how to make proper assessment without the use of technology. Technology can fail. If the teacher does not have the ability to assess his or her students without technology, it could cause a delay in grading and also in proceeding in the curriculum being taught. Of course the use of technology in a classroom has both good and bad points. Looking at the positive side of using technology to assist teachers in assessing their students, there are numerous ways that technology can help. Technology can provide more ways for engagement of the students during and after lessons. With the mobility 2

that technology now provides, classes are no longer confined to chalkboards and classrooms. With mobile technology, such as GPS units, lessons can be taught and assessed on application of distance (Attard). Some software programs can allow teachers to share equations and insight to the students’ laptop or PC, even across the world, all at one time. Or websites such as Khan Academy can be used as an assistive tool (Gates) Using some of the new technology based testing techniques has changed test taking for both students and teachers alike. With more and more educational institutes hooking into the digital world, teachers have to be taught so that they can teach using the new structure. This in its self is a positive as it shows the students to never stop learning. Once it has been learned, the use of the many digital tools, including online grade books and computerized testing teachers are becoming a time saving too as some grades are calculated through the system whether it be a test or overall grading. All of these factors make using technology beneficial to teachers. But on the other side of this issue, there are also negative points when considering the use of technology integrated with education. Teachers have to consider the possibility of students passing answers and tests to others through the internet. Some grade levels are still lacking in program and website availability for in school use by teachers. Early childhood, Pre-Kindergarten through First grade, for example have less websites and software programs than for high school ages students. Another issue that teachers need to consider before using online assessment is that most programs do not leave margin for error. So, if a word is spelled incorrectly the program will consider the answer would be marked incorrect. An issue that I currently understand is 3

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that when working online, a website or the internet can go down to where it is not accessible for a period of time. An instructor would need to have a backup plan to safeguard against this performance issue. Often times, a lesson requires each student needs to have a personal workspace. This can make using technology in daily lessons difficult if there is not a personal computer for each student to use. Another negative is when a new testing technique is introduced; students’ scores might drop, even if knowledge is there the entire class could receive lower scores until they have familiarized themselves with the testing style. When working online, some programs will not allow a student to go back and change an answer, which eliminates second guessing and rethinking. Also, some teachers find technology to be a distraction from learning (Preston). Guidelines for Section Four: Software to Support Assessment In a 750-1,000 word essay, draft your proposal to utilize software to support assessment in the classroom as a part of your Comprehensive Classroom Technology Plan (Benchmark Assessment), which is due in Module 7. Consider the following: In what ways can technology facilitate the ongoing effort to assess student learning? Addressed, but needs some further research to support. See comments above. What is the difference between formative assessment and summative assessment and how can technology be used to facilitate both? Again, this is addressed, but there is some misconception that must be attended to. What are the pros and cons of using technology to assess student learning? Some statements need to be backed up with research Should a teacher only use technology to assess student learning? Why or why not? Some statements need to be backed up with research Support your rationale from your required readings and from three to five peer-reviewed articles from the GCU eLibrary. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required. Section Four: Software to Support Assessment — Proposal 15% Proposal is insufficient in providing a clear analysis of Proposal is presented but is missing at least one of the important Proposal presents an outline of the assessment applications Proposal presents an outline of the assessment applications but has a few Proposal presents an accurate and clear outline of the 4

to utilize software to support assessment. NCSS 1.8 NCTE 4.6 NCTM 7.5, 7.6, 8.7 the software applications, differences between formative and summative assessment, and the pros and cons of using technology to assess students and the impact of using technology on student achievement . topics: software applications, differences between formative and summative assessment, and/or the pros and cons of using technology to assess students and the impact of using technology on student achievement. Proposal lacks details or comprehensiv e rationale. with minimal details. Basic information is presented on the differences between formative and summative assessment and the pros and cons of using technology to assess students and the impact of using technology on student achievement . inconsistencies . The differences between formative and summative assessment examples are explained with some level of detail. The pros and cons of using technology to assess students and the impact of using technology on student achievement are presented, but additional detail may be needed. assessment applications . Clear differences between formative and summative assessment are provided with examples. The pros and cons of using technology to assess students and the impact of using technology on student achievemen t are presented with supporting evidence and rationale. Rachel, You are off to a very good start. Please see the attached document for specific comments. Most are geared toward backing up your ideas with documentation or citing a source and using specific examples of the types of software you are describing. Nice job, Thank you, Sharon 5

References Assessment for Learning. Key Concepts in Teaching Primary Mathematics. London: Sage UK, 2007. Credo Reference. 11 Nov. 2011. Web. 25 July 2012 from http://library.gcu.edu:2048/login?qurl=http://www.credoreference.com/entry/ sageuktpm/assessment_for_learning . Attard, C., & Northcote, M. (2012). Teaching with technology. Australian Primary Mathematics Classroom, 17(1), 29-32. Gates, B. (2012). Salman Khan. Time, 179(17), 32. Preston, C., & Mowbray, L. (2008). Use of SMART Boards for teaching, learning and assessment in kindergarten science. Teaching Science: The Journal Of The Australian Science Teachers Association, 54(2), 50-53 Sas® for k-12. (n.d.). Retrieved from http://www.sas.com/industry/education/k12/index.html Sample questions . (n.d.). Retrieved from http://starsamplequestions.org/starRTQ/search.jsp 6

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