POWERPOINT AS AN INNOVATIVE TOOL FOR TEACHING AND LEARNING IN MODERN CLASSES

PowerPoint as an innovative tool for teaching and learning in modern classes

Educational Technologies have become essential in supporting teaching and learning process in modern classes. One of them is PowerPoint presentation. Holzl, (1997) holds the view that PowerPoint is a user- friendly package that can be used for creating visually clear and dynamic and attention capturing presentation for students.  If used thoughtfully, PowerPoint can play a good role in enhancing teaching and learning.  It provides a roadmap, reinforces what teachers say and allow the use of graphics and other multimedia to clarify understanding and support different styles of learning. ©20011 published by Elsevier Ltd Selection and/or peer-review under responsibility of Prof Hüseyin Zunboylu.

The use of PowerPoint during lectures is supported by Evans (1998) who contends that PowerPoint lectures help in increasing attendance rate at lectures. Furthermore, better preparation of lectures by PowerPoint can be a source of motivation for lecture attendance. Past studies on the use of PowerPoint, have confirmed that better organization and structuring methods can be of benefit to students learning (Holzl, 1997; Lowry 1999).

However, PowerPoint like most technologies has some disadvantages too. Using it as a teaching and learning tool, teachers need to be aware of the following:

Firstly, any component of the system can fail. To deal with this, alternatives activities could be prepared so that in the event of any failure there will be an alternative to turn to.

Secondly, file corruption is another thing that can occur hindering a presentation. As a solution, there should be alternative media files available for any presentation.

Lastly, lack of proper training in both the programme and technology can cause the presentation to flop.

For tips to create a better PowerPoint presentation go to www.microsoft.com/atwork/skills/prsentations.aspx#fbid=7mNMCtoZ4HI

REFERENCES

Evance, L.(1998). Preliminary Study: Lectures versus PowerPoint. 4.0 http://www.kcmetro.cc.mo:us/longview/lect-pp.HTM

Holzl, J. (1997) Twelve tips for effective PowerPoint presentations for the technologically challenges Medical Teacher 19.175-179.

Lowry, R.B (1999). Electronic presentation of lectures- effect upon student performance: University chemistry Education 3.(1).18-21

PASCO Technologies: Igniting 21st Century Science Education

At school I studied in the class of Physics and Mathematics and liked it very much; the previous article mentions pasco.com, online educational resource for science, engineering and earth environment. Together, school background and innovations in this field became an area of my interest; therefore, I decided to study it in-depth.

PASCO's technologies are widely used all over the world and keep developing from year to year. Let's look at the structure of its website. There are three main directions: subject areas, products and educator resources.

SUBJECT AREAS	PRODUCTS	EDUCATOR RESOURCES
Physics In High School Physics At University Biology Chemistry Earth/Environment General Science Middle/Primary Engineering	Probeware Software Curriculum Lab Equipment Labware And Supplies Replacement Parts What’s New	Training And Events Experiments More Educator Resources

I would like to focus on products. The category What's New provides the following novelties:

Let's study on PASCO Capstone Software and the 850 Universal Interface. It is updated software for data acquisition, display and analysis and destined to be the new standard in physics and engineering labs. It was not created on the basis of other software; it is absolutely independant, powerful and flexible option available on educational market.

While it was designed in conjuction with the new 850 Universal Interface, Capstone is completely compatible with all PASCO USB Interfaces - the 850, Xplorer GLX, SPARKlink, SPARK, USB link and even older interfaces such as the SCience WOrkshop 750 or 500.

PASCO Capstone is available now for the PC. A Mac version will be released Spring 2013.

Overview

This screenshot illustrates the main page of Capstone Software and the mentioned 850 Interface. It tools include: hardware setup, data summary, calculator, signal, generator, photogate timer, setup and more. Sampling bar givea an opportunity to set sample rates for each sensor, record, playback and delete runs. Display palette can be clicked and dragged onto graph. Displays available are Graph, Oscilloscope, FFT, Digits, Meter, Table, Picture and Video. Finally, this software can create multiple pages or customize each page to the tasks performed.

Licenses

There are two licenses to be acquired: Capstone Single User License (UI-5401) - to install on a single computer for classroom demostrations, or individual activities, and Capstone Site License (UI-5400) - to install on all computers on a K-12 campus or in a college/university department.

References

www.pasco.com

http://www.youtube.com/watch?v=Ha405XsPOhI

PASCO’s Interactive, Hands-on Science Technology for Education in Kazakhstan

It was interesting for me to look for new technologies in education launched in my home country. Among several curious projects I came up to pasco.com and the related article of Dixon K. (2009) 'Republic of Kazakhstan Embraces PASCO's Interactive, Hands-on Science Technology for Education'. PASCO is a website providing and describing latest innovative products for education, in particular, for science, engineering and environment.

As it was mentioned in the article, PASCO participated in Kazakhstan's  efforts to infuse schools with innovative technology and build world-class educational system. Kazakhstan high school students will use PASCO's Xplorer GLX, a standalone graphing data logger that captures, analyzes, annotates, stores and prints data and seamingly, without being connected to a computer. PASCO has also the high schools with labs and lab apparatus for chemistry, physics and biology.

More than 4000 teachers have been trained on PASCO's solutions and now applying them in classroom along with products from Promethean, a global leader in interactive learning technologies such as whiteboards, software and learning response systems; and LJCreate, a UK company offering topic specific learning solutions and complete classroom management systems for STEM curricula.

Promethean product: whiteboard

LJCreate's eLearning resources

Summary

They say older generation does not accept innovations. Our Physics teacher was seventy years old when our school was equipped with interactive whiteboards and other new technologies. She could spend all days to learn how they work and how they can be implemented into educational process. Innovations are good and effective when used skillfully.

Despite the fact that this article was published in 2009, a considerably long time ago, there are still problems in purchasing, launching and using those technologies. As for me, I am only familiar with whiteboards, but I would also like to try other high-tech things. PASCO, in this cas, in my opinion, is a gerat source.

References:

Dixon K. (2009). Republic of Kazakhstan Embraces PASCO's Interactive, Hands-on Science Technology for Education, published on January 15th, from http://www.pasco.com/about/news/press-releases/republic-of-kazakhstan-embraces-pascos-interactive-hands-on-science-technology-for-education.cfm

http://www.youtube.com/watch?v=ZLC5emoBORE

http://www.youtube.com/watch?v=D2_SuFwlfql

http://www.youtube.com/watch?v=SJ0H6kheN_c

Technologies helping disabled children in school

One of the articles that I like the most is 'The AuRoRa Project: Robots as Educational and Therapeutic 'toys' for autistic children' posted by Karen Triquet (Novwember 17th, 2012). I tried to search for similar topics dedicated to disabled children and their needs, and here is what I found. The article is called ' Technology as Prosthetic: Opening New Educational Doors for Disabled Childre' by Withrow F.B. (2011). It describes innovative ways of making deaf, blind, cerebral palsied and mentally challenged people feel the world in its true and open meaning.

Functioning Principle

According to Withrow F.B. (2011), signs, codes, speech and language begin in the average baby very early. Children send special signal (cry) to their mothers, by which she can understand the need of a baby (wet, hungry, ill, etc.). When a need is accomplished, a baby stops sending any signal or change it for another one. In case of disabled children, this process goes a bit harder and functions in a different way, that is why prosthetic devices come into account.

For example, for blind children it is necessary to lean on auditory communication skills; whereas, cerebral palsied children develop receptive communication skills. Technology as a prosthetic device opens new educational doors for amny disabled children. A cochlear implant enables a deaf child if it works to develop almost normal speech and language.

Computer aided speech gives a severely paralyzed individual an opportunity to hear him/herself. For blind, there are special assistive technologies: computer screens with text can change the type and brightness that make it possible for some visually impaired learners to read.

References:

Withrow F.B. (2011). Technology as a Prosthetic: Opening New Educational Doors for Disabled Children. A journal for educational technology&change. Retrieved May 20, 2011 from http://etcjournal.com/2011/05/20/8508/

http://www.youtube.com/watch?v=ajD8BeVgSJQ

http://www.youtube.com/watch?v=ILaUx7BJ4rO

Making  new Connexions between learner, teacher and publisher

Open source education engages everyone in creating educational content

The beginning of a changing relationship with how we produce, procure and engage with information and learning. Connexions is a repository of free educational content where people can create and upload educaitonal material that is open to be modified, reorganized and even reassembled to create courses, books, reports etc. It is open for everyone to see and add information.

In a nutshell Connexions is a place where:

authors create and collaborate

instructors rapidly build and share custom collections

learners find and explore content

(www.cnx.org)

How it works

Finding Modules

Once on the web page you can begin by typing in a keyword or choosing either to search by subject, author, title, language or popularity(%). When you search by keyword a list will appear of available modules and offer specific information about the last time it was revised and the number of revisions it has undergone as well all the fore mentioned criteria ( popularity, language, author, etc)

After you click on the module of interest you will find a link under the title of who created it the option to email the author either to give feedback or to ask for permission to edit the module. Then followed by the educational content.

Other features include downloading the module as a pdf or EPUB file (so it can be read on different mobile devices). There are also instructions on how to download it to your device. You can also add the module to your favourites (login required) which will recall the last module you had open and offers special lens (definition) that can be used to bookmark modules and collections.

Reusing & Editing Modules

In order to reuse or edit a module you have to have permission. Once you have permission you can use the reuse / edit button to move the content into your personal workspace or a shared workgroup in order to make your edits

However if you don,t have permission to edit the content it doesn't stop you from modifying it through a derived copy and changing and publishing this copy. A derived copy is therefore when you make changes in accordance with your specific needs without altering the original version.

Creating a Personal or Shared Workspace

(in order to create or edit a module) as easy as 1,2,3

1. Create an account and log into you workspace

2. Create content, from scratch or import data from documents on you computer

3. Publish it

Other Points of Interest

Detailed instructions are also available on:

How to Reuse and Attribute content

How to cite content (licensed under the creative commons)

Publishing Material

Finally their complementary project is a publishing outfit where faculty have assembled peer reviewed modules to create a course textbook printed through the openstax college for an extremely reduced price in comparison to the regular cost of textbooks.

However anyone can construct their own textbooks custom made to the needs of their course, culture, classroom and audience and have them published.

REFERENCES

Connexions. Retrieved December 17, 2012 from http://cnx.org/

CreativeCommons. Retrieved December 17 2012 from http://creativecommons.org/

GOODmagazine (2011). Future Learning: Richard Baraniuk. Retrieved December 15 2012 from http://www.youtube.com/watch?v=nOExdnESMkY

Openstax. Retrieved December 22, 2012 from http://openstaxcollege.org/books

OTHER RESOURCES

Compilation of Videos about Connexions http://www.youtube.com/watch?v=nOExdnESMkY&list=PL9AA4CDB21E60F596&index=3

Edutopia http://www.edutopia.org/richard-g-baraniuk

Tedtalks (2006). Richard Baraniuk on open-source learning. Retrieved December 15 2012 from http://www.ted.com/talks/richard_baraniuk_on_open_source_learning.html?quote=38

Wikipedia. http://en.wikipedia.org/wiki/Connexions

Wise (word innovation summit for education). Richard Baraniuk Connexions http://www.wise-qatar.org/content/richard-baraniuk-connexions

Evaluating Animations as students aid in learning computer algorithms.

Animation goes one step further. While static visualization can provide people with the essence of how something looks, is laid out, or is constituted, animation appears better able to explain a dynamic, evolving process. Animation may aid learners in constructing mental model [a mental runnable simulations] of various processes such as movements of components of a mechanical system. various studies has suggested that mental model help learners more accurately, predict the behavior of various processes or system such as a system made up of a hypothetical components for a "phaser bank", Kieras & Bovair, [1984], or sets of interconnected pulleys, Hegarty & Just, [1993].

In general, animation helps viewers track patterns and observe relationships in a display. Robertson, Card & Mackinlay, [1993]. For instance, animation has been used  to provide online help with interface task. Sukaviriya, [1990], and to help users follow interface operations, Baeckerd & Small [1990]. According to Rieber, Boyce & Assad [1990] addition of animation to help teach science  concepts such as Newtonian mechanics had no effect on learning by adults as measured by multiple choice test, rather it did has a positive effect on children. Rieber [1990].

                                                      Reference

Baecker, R. & Small, I. [1990]. Animation at the interface. B. Laurel [Ed.]. The art of human computer interface design, Adisson-Wesley, Reading. MA [1990]. pp 251-267

Hegart, M. Just, M.A [1993]. Constructing mental models of machines from text and diagrams. Journal of memory and language, 32 [1993], pp 717-742

Kieras, D.E, & Bovair, S. [1984]. The role of mental model in learning to operate a device. Cognitive science, 8, [1984], pp255-273

Rieber et al [1990]. The effect of computer animation on adult learning and retrieval task. Journal of computer base instruction. 17, [2] [1990] pp, 46-52.

Rieber, L. P [1990]. Using computer animated graphics in science instruction with children. Journal of educational psychology, 82, [1990] pp 135-140

Robertsob et al, [1993]. Information visualization using 3D interactive animation. Communication of the ACM 36, [4] 1993, pp 57-71

Sukaviriya, P [1990]. Coupling a UI framework with automatic generation of context sensitive animated help. Proceedings of the "90 ACM SIGGRAPH symposium on user interface software and technology [1990] pp 152-166

http://dx.doi.org.ezproxy.vub.ac.be:2048/10.1016/s0360-1315(99)00023-8

www.youtube.com/watch?v=zDZFcDGpL4U

An Alpha Smart for each student: Do teaching and learning change with full access to word processors.

To schedule  multiple classes into a communal computer lab is often so difficult that many teachers forgo using computers with student in their classes, Cuban [2001]. However, the introduction of portable writing devices, such as alpha smarts, dream writers and eMates provides schools with more affordable options that allow all students to write with a word processor in a classroom.[ http://dx.doi.org.ezprozy.vub.ac.be:2048/10.1016s8755-4615(02)00175-5]. According to Padgett, [2000], a study reported that students using eMates for journal writing produced about the same number of words as they did when using paper and pencil. Students interest in journal writing however increased when they use eMates.

                                                                  Reference
Cuban Larry,  [2001]. Oversold and underused: computer in the classroom. Cambridge, MA: Havard university press.
Padgett, Ann. L [2000]. Journal writing in elementary school: word processor vs. paper and pencil. Master of arts research paper. Johnson bible college, Knoxville, TN [ERIC document reproduction service no. ED441225]
http://www.sciencedirect.com.ezproxy.vub.ac.be:2048/science/article/pii/S8755461502001755
http://dx.doi.org.ezprozy.vub.ac.be:2048/10.1016s8755-4615(02)00175-5
www.youtube .com/watch?v=drnnsTeDbm0
www.youtube.com/watch?v=Y-Wez0_bpp8

An interesting approach to online reflection

Continuing right from John Dewey in 1933 to the present, much research has been conducted on the role of reflection in encouraging real learning as opposed to mere knowledge acquisition. Studies by numerous scholars show how reflection helps in developing critical and deep thinking skills, contextualising learnt material, as well as constructing new knowledge, clearly establishing a strong and powerful role of reflection. Some popular techniques to make it an integral part of learning include portfolios, journal writing, peer- and self-assessment, collaborative inquiry, and learning contracts.

It came as no surprise, therefore, that similar efforts to incorporate reflection in e-learning  environments were sought as this mode for delivering education became popular. Most of the time, the strategies were the same, though the technology obviously varied. E-portfolios, reflection journals, learning diaries, discussion forums, collaborative chat rooms, and educational blogs are some of the ways which research has shown to have successfully achieved this aim. 

Although effective, these measures have a few drawbacks which render them a little inconvenient especially in the context of e-learning which is geared towards speed and ease of use. Most of these techniques are time consuming and demanding from the perspectives of both the learners who need to devote extra time for these activities as well as the teachers, who need to give extensive feedback and/or maintain a continuous dialogue in order to make the reflection effective (Henderson, Napan & Monteiro, 2004).

With an aim to solve these difficulties, a recent study in the Netherlands (Verpoorten, Westera & Specht, 2012) adopted an innovative approach to incorporate reflection by way of 'reflection triggers' (RT) as a part of a short, experimental online course. RT were in the form of deliberate prompts that popped up on the learners' screens as widgets, with a graphic interface, urging them to do little reflective exercises before moving on to the next part. Thus they were an integral part of the learning activities and not a post-learning exercise, making them 'a reflection in action' rather than 'a reflection on action' (Schon, 1983).

To make the research broader, three different forms of RT (RT1, RT2, RT3) were devised for three different kinds of reflection or self-evaluation exercises. These were designed to be simple and quick reflections. A controlled experiment was conducted in which the volunteers were divided into 5 groups (no RT, all RT, RT1, RT2, RT3) and the results collected and analysed. The research showed that that RT were well received and widely used. There was also a perception that these were useful for learning and reflection. The experimental group reported more intensive reflection than the control group. However, the study was not able to establish any positive effect of RT on learner performance or retention.(Verpoorten, Westera & Specht, 2012)

Due to the small sample size of the study as well as various other limitations, it cannot in any way be treated as conclusive. However, it does throw up many interesting possibilities for further studies in this direction and can be upheld as a pilot research.

References:


Bain, J., Ballantyne, R., Packer, J. & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-74.

Dewey, J. (1933). How we think, D.C. Heath and Co, Boston, MA

Henderson, K., Napan K. & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357-364). Perth, 5-8 December.

Schön, D. (1983). The reflective practitioner: how professionals think in action. London: Temple Smith.

Verpoorten, D., Westera, W., & Specht, M. (2011). Infusing reflective practice in eLearning courses-can widgets help? International Journal of Technology Enhanced Learning, 3(1), 93-109.

Verpoorten, D., Westera, W., & Specht, M. (2011). Reflection amplifiers in online courses: a classification framework. Journal of Interactive Learning Research, 22(2), 167-190.

Verpoorten, D., Westera, W., & Specht, M. (2012). Using reflection triggers while learning in an online course. British Journal of Educational Technology, 43(6), 1030-1040.

Apple iPad tablets issued in Chinese school

"One of the major school in Nanjing, China, has declared that it will start to use Apple iPad tablets as the primary medium of instruction for its senior year students - leaving school bags and books, while purportedly promoting teal-time student-teacher interaction.

Jinling High School made the decision informing US-bound senior students that the new iPad-learning would begin with the new term. While the school is still considering whether to make the use of tablets a policy for all classes. Of course, the step of replacing all study material with a tablet is still quite unique.

Vice Director of the International department at Jinling High School, Mr. Xin Qihua, said that the iPad method of instruction would be especially useful for overseas-bound students, who will be able to use international electronic course and study material with ease. The move will also help reduce costs for both the students and the school themselves, in terms of books and materials, by up to 90 percent.

The debate around whether the iPad will truly bring a change for the better in the quality of education received by the students has been raging around the web since the announcement, with numerous sceptics questioning the move’s practicality, feeling the thrust would not improve the most vital part – the education system itself.

An obvious worry of course, is whether students might get distracted by non-course material on the iPad. Jinling High School, however, and its relevant class teachers, will aim to have “technical control over all the iPads,” and also ensure that no games will be installed.

Apple recently entered the education market in a big way back in January this year, with the launch of the iBooks 2 platform, iBooks Author course creation tool, and the updated iBookstore, along with the announcement of numerous content partnerships with major names in the business, such as Houghton Mifflin Harcourt, McGraw-Hill, and Pearson. It also enabled the iTunes U ecosystem for universities, allowing students to access various course content, from text to videos, on their iOS devices - Cambridge, Harvard, Oxford and Stanford have shown interest."

It is a good way to use technology in education via tablets. As mentioned above, the policy focus on US-bound students. Questions arose: are the students self-regulated enough; if they already have an Apple tablet, do they have to buy a new one; and it helps with students and school to save money, but as we know digital devices updates and renew quickly. Can it help to save money when students have to change their tablets every 1 or 2 years? One more question is that the tablets in school education must be Apple one like the one in India? 

As it is a trend in education, will it be used among all Chinese schools? Can all family afford it? Lots of questions remained here. Of course, the school in the report is in Nanjing where is in higher social economy are compared to other cities. 

Source: cited from China Daily

http://www.chinadaily.com.cn/china/2012-04/02/content_14968509.htm

LiveBinder as a Tool for Students and Teachers

 LiveBinder “Is a quick and easy way for teachers and students to create a virtual binder of any topic. Teachers can use LiveBinders to direct students to specific content or websites to study a certain topic. Student can create a digital collection of material or content for a project in a subject and share this virtual binder with the rest of the class.

Use the following links to explore more about LiveBinders and the opportunities for using this application in the classroom” (Teaching-through-Technology)

Livebinders for Teachers:

Source: livebinders for teachers. Retrieved from youtube, 2009

“PDFs, images, videos and websites can be combined with active links within a binder. Links and documents can be organized into tabs and subtabs. LiveBinders are easy to share from the LiveBinder website, on desktops, or embedded in blogs or other websites” (Livebinders Blog)

  

Has the title of this post mention Livebinders can be used by students and teachers. Both users can do different things with the same instrument:

·       Digital portfolios for student projects

·       Organize information and resources

·       Use a LiveBinder to submit a completed project and include all notes, sources

·       Collaborate in peers to share information for group projects

·       A "social bookmarking" tool for sharing favorite web links

This tool has free access and have he following limitations:

• “file size up to 5 MB per file.
• Total upload storage for free is 100 MB per account”

In the Classroom

“Once an account is created, add the bookmarklet to your browser bar for quick access. Check with your IT department to have the ability to download bookmarklets on your computer. Knowledge of embed codes are required to manage Livebinders in other sites. To get a better idea of Livebinder basics, watch the 90 second video tour before you "play." (TeachersFirst, Livebinders. 2012)

10 Ways to use LiveBinders by Teachers:

1. “ePortfolios ;
2. Computer Lab - Are you always finding more sites that you want to share in the computer lab? If you keep them in a LiveBinder, the students will always have access to your latest finds;
3. Administration - Sometimes there is an event at school (like state testing) where the information changes constantly. In this case, it is helpful to have all relevant information in one place, where everybody can access it.
4. Library;
5. Student Assignments 
6. Collecting things to read - How do you organize all those great links from tweets so that you can find them later when you need them? 
7. Preparing for lessons 
8. Posting course materials
9. Sharing resources
10. Best resources on a subject 
11. Fun “

(Livebinders Blog, 2012).

Nowadays we all resorted to the internet as our real libraries, sources of information and quick searches. At the same time there is over load of information, selection to be done on what is relevant and we do not have a place online where the information can be organized the way it is easier for a particular subject / area / discipline / project. This tool appears as a really excellent support to the work of a teacher or a student in this case.

For more information’s about this tool please follow the links below:

Livebinders: http://livebinders.wordpress.com

Detailed presentation: http://www.slideshare.net/ellenc808/livebinders-tutorial

 

References:

-  (http://blogs.ksbe.edu/elcordei/2012/02/01/livebinders-in-the-classroom/)

- Teaching-through-Technology (2012). Retrieved from http://teaching-through-technology.wikispaces.com/Web+2.0+LiveBinders

- Tallent, B. (2009). Livebinder for Teachers. Youtube videos. Retrieved from https://www.youtube.com/watch?v=OdG56uSubx0

- Livebinders Blog (2012). 10 Great Ways that Educators are Using LiveBinders. Retrieved from

http://livebinders.wordpress.com/2009/11/09/10-great-ways-that-educators-are-using-livebinders/

- TeachersFirst (2012). Livebinders website. Retrieved from http://www.teachersfirst.com/single.cfm?id=10479