Relative Advantage of Spreadsheets / Databases

A spreadsheet is an electronic document in which data is arranged and organized in the rows and columns of a grid. Data can be manipulated and used in calculations. Spreadsheets are widely used in business, both big and small. 

In education, spreadsheets have long been used in science and math. Along with the ability to create and use formulas to perform calculations, spreadsheets also enable users to create all types of charts and graphs from data.  Additionally, spreadsheets are used in many other subjects as they are great tools for producing timelines, kickstarting discussions, Teachers also use spreadsheets as gradebooks for their classrooms. 

Spreadsheets are dynamic, and help students to visualize numerical concepts in math and science, as well as non-numerical concepts in social studies and language arts.  Because they are dynamic, they enhance and increase student motivation in learning (Roblyer and Doering, 2013).  They also work great for sorting and displaying information.  Lists can be quickly alphabetized in columns and/or rows.  Furthermore, they save time by allowing students (and teachers) to complete calculations quickly. Lastly, they support the important skill of critical thinking by allowing users to perform “what if” analysis.  “What if” questions can be posed and quickly answered or calculated utilizing spreadsheet functions.

Links to Excel resources for educators:

• http://www.alicechristie.org/edtech/ss/
• http://learntech.ties.k12.mn.us/Excel_Classroom_Projects

Resources:

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Relative Advantage of PowerPoint Presentations

PowerPoint Presentations can be dull, boring, monotonous or too busy, and a worthless tool in teaching.  Critics claim that students perceive use of PowerPoint-based lectures among the most boring they experience (Roblyer and Doering, 2013).  On the other hand, they can also be vibrant, interactive, and engaging. They can “promote critical thinking, active learning, deep understanding, and engaging discussion” (p. 130).

For every job there is a tool, and the same can be said for teaching.  PowerPoint is a tool, and when used correctly, a very powerful teaching tool.  Presentations can be linear, to demonstrate a process.  Linear presentations go from one slide to the next in order. Or, they can be non-linear, with many links allowing the presenter or viewer to jump around as needed.  Non-linear presentations allow for customizing the lesson to the learner(s).  Other relative advantages are all of the elements that can be included. Images, charts and graphs, audio, video, and hyperlinks to other resources can help engage and solidify ideas for students. Lastly, presentations may be shared online. Students can then access and review presentations at their own pace.

Perhaps the largest relative advantage for using presentation software, is in having students use it. Students can work alone, or collaborate in small groups in researching, creating, and giving presentations using PowerPoint or other presentation software. When students create a presentation to display results of research or to persuade, they are practicing many 21^st century skills. All of the following (ISTE) standards for students are practiced: 

• ·         Creativity and Innovation
• ·         Communication (& Collaboration if done with small groups)
• ·         Research and Information Literacy
• ·         Critical Thinking
• ·         Digital Citizenship
• ·         Technology Operations & Concepts

Resources

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

ISTE Standards. (2015, January 1). Retrieved February 17, 2015, from http://www.iste.org/docs/pdfs/20-14_iste_standards-s_pdf.pdf

Relative Advantage of Instructional Software

I learned to type in Typing class at Gresham Union High School in 1984.  The classroom was filled with small desks and chairs, and on each desk sat a heavy, black electric typewriter without any letters or numbers on the keys.  Next to each typewriter sat a stack of white paper, which we used for typing on.  While we sat in our chairs in the proper position, the teacher would say loudly “F F F space J J J space…”.  We hit each key as she spoke.  That classroom and keyboard teaching method no longer exists. 

Typewriters have been replaced by computer keyboards, sometimes covered with a special cover so the numbers and letters cannot be seen.  Now teachers use Instructional Software designed to teach students as young as kindergarten to type by touch. There are several types of Instructional Software that can, when used appropriately, enhance learning for all students in all grade levels and subjects (Roblyer and Doering, 2013).   The following are Instructional Software types:

·         Tutorials provide very precise instruction on skills.  Tutorials come very close to replacing a teacher as the instructions are normally detailed and step-by-step. For example, keyboarding tutorials demonstrate proper posture and hand position for keyboarding.  However, teachers should not completely rely on the tutorial and continue to monitor and reinforce those skills.

·         Drill & Practice software helps teach students to keyboard (an important hard skill) through exercises which provide for drill and practice.

·         Games can also be used to help teach skills. Students have fun learning and practicing new skills in a fun environment which offers rewards for achieving new levels. Some games are designed to be played individually where students compete with themselves. Others provide competition with others, while some are designed to be played in teams.

·         Simulations provide virtual environments where students can learn skills through performance, experiment, dissection, and testing ideas. Simulation environments can vary in detail from somewhat realistic (dissecting a frog) to very realistic (as in a flight simulator). Simulations can also speed up or slow down time which is valuable in that things that normally couldn’t be seen by the naked eye, are now in plain sight.

·         Problem-Solving software offers an environment where students have the opportunity to create solutions for complicated problems.  In the process, students are learning valuable problem-solving skills which can cross over all school subjects.

The Relative Advantages to using Instructional Software include:

• ·         Motivating students to learn through providing interactive learning environments.
• ·         Providing instant feedback.
• ·         Students can advance at their own pace.
• ·         Fosters exploration.
• ·         Saving teacher time
• ·         Teaching cooperative group working skills (as in team games or simulations)

To see further examples of Instructional Software and their relative advantages, please view presentation above.

References

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Acceptable Use Policies in Schools

An acceptable use policy (AUP) is a written agreement which defines the intended use of a school district network; and “should define publicly what is deemed acceptable and unacceptable behavior from users of hardware and information systems such as the Internet and any applicable networks” (1-to-1 Essentials, 2015). An AUP routinely includes rules and restrictions for logins, use of email, Internet use and illegal activities.

In response to concerns about children’s access to obscene and harmful Internet content, Congress enacted the Children’s Internet Protection Act (CIPA) in 2000.  They provided updates to those rules in 2011.  The CIPA and Protecting Children in the 21^st Century Act amendment enforces requirements for schools that receive discounts for Internet access to institute Internet Safety policies (Federal Communication Commission, 2014).

The goal of an AUP is to prohibit certain behaviors such as:  plagiarism, inappropriate language, copyright infringement, online bullying, questionable influences, and pornography. However, , they can also define positive goals for incorporating technology into the school day (1-to1 Essentials, 2015). 

In my experience as an elementary educational technologist, I found that educators must find a balance between all of the pros and cons that come with connecting classrooms to the Internet.  I sometimes debated with administrators when they wanted to block certain websites (like YouTube) from teacher use because they were viewed as risky.  My argument to give them access was that our students have access to the internet through smartphones, iPads, and computers at home, or at a friend’s home.  Why not take the opportunity to teach them how to use the Internet safely and appropriately?  In other words, if they accidently happen upon inappropriate content, at least that becomes a teachable moment at school rather than on their own.

AUPs for school districts generally include rules regarding:

§  Responsible behavior at all times

§  Compliance with all applicable laws, regulations, and school policies

§  Truthfulness and honesty in network logins (not letting others log in to their account)

§  Respect for the rights and intellectual property rights of others

§  Email use

§  Social media

§  Handheld devices in the classroom

§  Downloading and or streaming content

§  Printing

Links to AUPs:

:

BCHS Board Policy #3612 file:///C:/Users/Administrator/Downloads/3000_Series_Board_Policies.pdf

Dillon School District
http://www.dillonschools.org/ourpages/

Fremont County School Dist #1
http://www.landerschools.org/wp-content/DistrictPolicies/Policy_IIBF-E.pdf

University of Montana Western Policy #500.1
http://www.umwestern.edu/policy-manual/500-information-technology/1937-500-1-acceptable-use.html

References

1-to-1 Essentials - Acceptable Use Policies. (2015, January 1). Retrieved February 1, 2015, from https://www.commonsensemedia.org/educators/1to1/aups

Children's Internet Protection Act Guide. (2014, December 31). Retrieved February 1, 2015, from http://www.fcc.gov/guides/childrens-internet-protection-act

Education World (2015). Developing an Acceptable Use Policy. Retrieved February 1, 2015, from http://www.educationworld.com/a_curr/curr093.shtml