Vimeo 3 out of 5

Duck Duck Go 4 out of 5

   

Weebly 5 out of 5

   

Wiggio 5 out of 5

LiveBinders 4 out of 5

LiveBinders

Google Apps 5 out of 5

Moodle 1 out of 5

Moodle

Firefox 10 out of 5

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Extreme Maths!

Online educational games can be effective tools in the 21st century classroom. There are a few important factors an educator must consider before incorporating it as an interactive educational tool for students. A useful tool educators can use to assess online games is a rubric. Many times rubrics are provided to students as guidance in completing projects, however, they are equally important for teachers to evaluate the effectiveness of various online games. One such game we evaluated with the use of a rubric we created was Extreme Maths. This game is one of thousands of educational online games that add an interactive component to achieving educational objectives. Teachers may also opt to afford the opportunity of discovering new online games to students themselves. Students are a valuable asset in evaluating their success in the classroom. After all, if students find it engaging while the educational objective is being met then an educator’s goal is accomplished.
When evaluating an online educational game there are various criteria to take into consideration. This is where rubrics come into play. According to Rubistar, an online rubric construction tool, “rubrics are often used to grade student work but they can serve another, more important, role as well: Rubrics can teach as well as evaluate.” (“What is a Rubric?,” n.d.) There is a multitude of online resources to refer to as a guide in customizing your personal online educational game rubric. The most challenging part of creating the rubric is choosing which criteria are essential in evaluating the game. Ability of the game to meet learning objectives, entertainment value, and ease of navigating the game are some criteria to take into account. Once the criteria are chosen, online rubric construction tools like Rubistar can be used to create the personalized rubric. There are also pre-existing rubrics which may be easier to modify rather than to create a rubric from scratch.
Extreme Maths (“Math game for middle school kids,high school students online,” n.d.), the online educational game our group chose to assess, was fun, fast-paced, and attention grabbing. With my content area being science, I was not sure it would be a game I could incorporate into my classroom. However, science depends heavily on math and after playing Extreme Maths I can definitely see it as part of my initial lessons at the beginning of the year. Some of the math problems were conversions of the metric system. Students sometimes have difficulty understanding how to move from millimeters to centimeters to meters. Extreme Maths has equations allowing them to convert from one unit to the other quickly. It also focused on fractions which students must understand when figuring out probability. Although it would not be an online game I would utilize often, I definitely see the benefits of using it during the introduction of the Metric System and when studying probability when covering genetics.
If placed in the students’ hands, finding and assessing an online educational game would be an activity they would love to undertake. First, strict overall guidelines would be provided like games could not have any violence or profanity. From there, a rubric similar to the one we created would be provided to the students along with a specific learning objective the game would have to address, such as heredity. The project would be a cooperative activity incorporated throughout the course of the year. First, the class would be divided into 4 groups at the beginning of the year. Each group would find a game pertaining to their assigned subject matter at the beginning of every quarter. They would provide an assessment based on the online game rubric provided to them and submit it for preapproval. Then the group would have a presentation component in which they introduce the game and game rules to the class. Each quarter we could have an online game day which students would find entertaining and inconspicuously educational. As an added bonus, the pressure of trying to find an online educational game their peers would enjoy may be a strong motivational factor in making their final decision.
Online educational games are fun and familiar supplements to the 21st century student. As long as these tools are evaluated properly and thoroughly through the use of a rubric they can be an indispensable tool in the classroom. Tapping into students’ enjoyment of online games and their familiarity and ease in learning through this medium, allows educators to use games to their advantage in meeting educational objectives. Online educational games are learning disguised as fun!

References
Math game for middle school kids,high school students online. (n.d.). Retrieved April 15, 2012, from http://www.learn4good.com/games/mathforkids/middletohighschool.htm
What is a Rubric? (n.d.). Retrieved April 15, 2012, from http://rubistar.4teachers.org/index.php?screen=WhatIs&module=Rubistar

Enabling Dreams

The video clip “How Assistive Technology Enables Dreams,” (“How Assistive Technology Enables Dreams | Edutopia,” n.d.) is inspiring in many ways. Just as I began adjusting to this course opening the door to the technological classroom, it is now honing in on meeting the needs of the disabled child in that classroom. With extra effort and time, teachers can always make modifications in their lesson plans for students with disabilities. Evaluating whether or not those modifications are effective is probably the most vital step in the entire process. Assistive technology, however, may not always be an option. Although inspiring, assistive/adaptive technology (AAT) seems almost a far-fetched idea because, under current conditions, our education system has difficulty meeting the needs of students without disabilities. Teachers make accommodations for students with disabilities as best they can, with what they have, but never at the level shown in the video. However, I must add I have never had a student with as severe a disability as the ones seen in the video so my perspective may be skewed.

The important features of a revised lesson plan would be to revise the objective and revise the learner participation section for that lesson plan as it pertains to the child with the disability. It would include the different technology needed by the student to achieve his/her specific goals. The variations would be altered from lesson to lesson.

I think it comes down to being able to provide the assistive technology to the students who need it. Many parents probably are not aware and not made aware of what is out there to assist their children. Many times they have probably become complacent because they do not know devices are available to help, do not know how to go about getting the device, and as mentioned in the video have difficulty “getting through the red tape.” (“How Assistive Technology Enables Dreams | Edutopia,” n.d.)

Initially, I would review the student’s IEP and refer to the recommendations and accommodations made for the student. I would hope to find some assistive technology the student uses regularly and research the device so I am familiar with it as well. Then I would meet with the parents and the student informally to see what their expectations are for my subject area. From there, I would be able to get a general idea of what accommodations I would have to be able to incorporate in my day to day lessons and projects.
The Individuals with Disabilities Education Act (IDEA) mandates the needs of disabled students be met in the classroom.(“IDEA - Building The Legacy of IDEA 2004,” 2004) However, despite being mandated by law, lesson plans should always be flexible enough to be modified and to accommodate the needs of disabled students. Lesson plans are a creation of the teacher. It is the responsibility an teacher holds to provide an adequate education to the students they serve. There is never a reason a lesson plan cannot be modified because a teacher can create it and manipulate it as needed. At the beginning of the year, teachers should be provided a child’s IEP. Knowing there is a student with a specific disability allows a teacher to provide ways for the student to participate successfully and achieve their individual goals in that class.

I am aware there is a degree of extra effort needed to meet the needs of students’ with disabilities. Realistically, sometimes inclusion can be challenging for the teacher, but it is a requirement of the services teachers’ provide. So to me, there is no question and no argument otherwise. Personally, I have not had a student with any severe disability so I am only able to provide my thoughts based on my experience to date.

I would rely heavily on the student’s feedback and performance. I would seek their opinion as to whether or not the revised activity was beneficial academically and whether it was challenging and also enjoyable for them. I would also seek out the parents’ suggestions and ideas beforehand about their child’s abilities and interests.

Assistive technology truly enables dreams. Watching the video clip was encouraging, however, discouraging at the same time. Knowing such technology exist gives me hope for students with even the most serious disabilities. It was discouraging because of Guam’s particular circumstances. I feel as though our students with disabilities have an even greater obstacle ahead of them than students with disabilities in the mainland in gaining access to such devices despite having a right to that opportunity with IDEA. The great thing about technology is it continuously improves and continually finds its way into the hands of a majority of the population despite socioeconomic status. It is only a matter of time. At one time only a few people had a cell phone and now everyone does. I hope it will someday be the same for assistive technology. Parents play a vital role in the entire process of attaining these assistive devices because only a parent will fight for their children with the level of commitment needed to gain results. I believe teachers make accommodations needed to meet the needs of students with disabilities and would welcome any assistive technology in the classroom if it meant enabling dreams.

References:

How Assistive Technology Enables Dreams | Edutopia. (n.d.). Retrieved April 2, 2012, from http://www.edutopia.org/assistive-technology-enabling-dreams-video

IDEA - Building The Legacy of IDEA 2004. (n.d.). Retrieved April 2, 2012, from http://idea.ed.gov/

Cereal: Jump Start Your Morning

The “Cereal: Jump Start Your Morning” lesson plan offers an array of digital tools and experiences for the General Science student. The technology aspect of the lesson allows students go beyond their comfort zone and experiment with other programs. Modifications for a student with a speech or language impairment can easily be incorporated in the lesson. Upon evaluating the lesson, it is evident there are additional ways to create a more challenging aspect for the lesson plan. This assignment allows a challenge not just for the student, but the teacher as well. Technology can easily be made part of students’ everyday experience.

The “Cereal: Jump Start Your Morning” lesson plan is an adequate example of the NETS*T Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments. Standard 2 states:

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. (“ISTE | NETS for Teachers 2008,” n.d.)

This assignment called for students incorporating a spreadsheet into the lesson. They had to collect data and enter the data onto a spreadsheet. From there, they had to create a chart/graph as a visual interpretation of the data. As students bring the project to a close, they showcase their information in a Prezi presentation. (“Prezi - The Zooming Presentation Editor,” n.d.) The exposure to digital tools ensures students are able to design and customize the information gathered. It addressed various learning styles from visual to kinesthetic. It also allows the teacher to conduct formative assessments as students use and explore a variety of different digital tools. Teachers can also conduct summative assessments on the students’ analysis of the information based on their charts/graphs.

In this particular scenario, there is one student with a Speech or Language impairment. The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows:

“Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” (“Speech and Language Impairments,” n.d.)

The only modification needed in this particular lesson would be allowing the student to prerecord their portion of the presentation which the teacher could view individually or if the student was comfortable could be shared with the class via the overhead projector. Otherwise, the student would be able to partake in all other aspects of the assignment.

As far as revising the lesson plan to create a higher level of difficulty, students could conduct experiments wherein they are part of the experiment and eat each cereal for breakfast and collect data as to how it makes them feel, their energy levels after consuming each cereal, and how long each cereal satisfied their hunger. They would be able to compare their results with one another and determine whether or not the nutritional value coincided with the physical effects of consuming each cereal. This part would be particularly challenging because to conduct the experiment, students would have to consume nothing but the cereal for a set amount of time in order to gain accurate results.

Creating a lesson plan incorporating the use of a spreadsheet challenges the teacher to incorporate technology into the classroom. Many times technology requirements are made optional because many students do not have access at home. But, if included during class time, students are able to work with technology and get the exposure they will undoubtedly need after high school.

The “Cereal: Jump Start Your Morning” lesson plan affords the teacher and student the opportunity to use digital tools in the classroom effortlessly. Students are able to collect, analyze and interpret data. They are able to present it the hi-tech way they are accustomed to seeing information they constantly exposed to on the internet and on hi-tech devices like cell phones. With the right application, teachers can bring academics and technology together and allow students to thrive in their creativity!

References:

ISTE | NETS for Teachers 2008. (n.d.). Retrieved April 2, 2012, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

Prezi - The Zooming Presentation Editor. (n.d.). Retrieved April 2, 2012, from http://prezi.com/

Speech and Language Impairments. (n.d.). Retrieved April 2, 2012, from http://nichcy.org/disability/specific/speechlanguage#def