Apple products have long been known for being universal when it comes to easy of use, but I never imaged all the features that it would have for accessibility. When looking further into the types of assistive technology that the Apple iPhone 7 offers I was blown away. I currently have an Apple iPhone 7 that runs on iOS 10.3.1 software. When visiting the Apple website, there is a whole page dedicated to the accessibility features and they are broken down into different categories such as featured, vision, hearing, physical and motor skills, and learning and literacy. A few of the accessibility features are described below.
Vision: "VoiceOver is a gesture-based screen reader that lets you enjoy using iPhone even if you don't see the screen" (Apple, 2017). This allows the user to have a description of anything that they are doing on their iPhone including apps, battery level, who's calling, what text messages say, etc. Display accommodations allows the user to adjust color and fonts, zoom to magnify, speak screen, Siri, and dictation. All features will assist those who have vision impairments or are completely blind. Hearing: "These advanced hearing aids provide outstanding sound quality, offer many helpful features" (Apple, 2017). There are models specifically made for iPhone hearing aids and volume adjustments available to balance the volume for each ear. TTY software is also available that transcribes phone calls. Visual and vibrating alerts as well as FaceTime makes sure that the user doesn't miss a thing. As technology continues to evolve, more features and forms of assistive technology will become available. I had no idea that a majority of these features could easily be used on my personal device. It is encouraging to know that these technologies are available to assist and greatly benefit those with disabilities or impairments. I assume that these technologies are available on Android devices as well as other types of technologies such as laptops or tablets. I am glad that I am now aware that such assistive technologies exist, and can now utilize these technologies both in and outside of the classroom. References: Apple. (2017). Accessibility. Apple. Retrieved from https://www.apple.com/accessibility/.
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Although technology can positively enhance a classroom learning environment, there are several obstacles that I face when incorporating technology in my classroom. I hope that through continued collaboration and education, I can overcome these obstacles and effectively use technology to positively enhance student learning and engagement.
The first obstacle is struggling to find marketing specific technology resources. As much as I try to incorporate general technology into my classroom, it would be nice to have more specific technologies, simulations, etc. that relate to my content area. A solution to this is that I am currently in a Business Educators Facebook group that allows me to collaborate with other business educators so I can learn about marketing specific technology resources. I can also stay active on social media, participating in Twitter chats, Webinars, etc. or attend business specific conferences to learn more about available resources. A second obstacle that I face is something that I have mentioned in a few other blog posts. Although this generation of students is known to be "tech savvy," many lack basic computer technology and problem solving skills when it comes to using new technology. It is never safe to assume that all students know how to complete simple technology tasks. While this can be an annoyance and does take time to introduce new technologies, it is important to do so and will save a headache in the future. A solution to this is to show a demo and have step by step instructions for students to follow when using new technologies. In addition, more advanced technology students can help out their peers. It is also important for students to realize that it is perfectly okay to learn through trial and error. Many times I see students become frustrated and give up right away when they can't figure something out. I think this also has to do with laziness and shutting down when anything seems to be a challenge. By encouraging students to work through the challenges, they will gain technological skills that will help them later in life. A final obstacle that I face when incorporating technology in the classroom is a term known as cyberslacking. This refers to distraction while using technology, such as being on social media or playing games instead of using phones or computers for their intended educational use (Starkman, 2015). I commonly have students use our classroom laptops to work on assignments or I let them use their phones for quick technology uses. I feel that I am constantly running around trying to police students and make sure that they are on task. I have yet to find a good solution for this, but a classmate wrote about the idea of having students take ownership for their technology use and setting high expectations for what acceptable use does and does not look like. I plan to do this at the beginning of the next school year and remind this year's students of this. As great as technology can be in the classroom, there are always going to be obstacles. The best thing that we can do is use it as a tool to enhance learning and have high expectations for student use. I hope that I will continue to discover new and engaging ways to incorporate technology in my classroom and that students realize the benefits that it provides, while not taking advantage of the privilege they are given and how lucky they are to have such technologies readily available. References: Starkman, R. (2015). Cyberslacking in shanghi: what my students taught me. The Huffington Post. Retrieved from http://www.huffingtonpost.com/ruth-starkman/cyberslacking-in-shanghai_1_b_7820796.html "The use of technology in classrooms has become a major component of today's business education, where computers and specialty software are common in teaching many courses (Aiken, Cauley, & Whitney, 2010). Overall, I support the idea that technology enhances learning in the classroom. However, it is imperative that there is a specific goal and purpose for incorporating technology into the classroom, rather than for the sake of just using technology. Teaching a marketing class makes this easy, since so many business skills revolve around the use of technology.
I try to incorporate technology as much as I can in my marketing class. Whether it's simple skills such as teaching students how to attach a file to an email, format a document, or more advanced skills such as using different programs and websites to create advertising material, I cannot stress enough how important it is that students learn these skills. It is concerning to see the lack of computer technology skills that some high school students possess. I see and hear it every day, students that are clueless when it comes to simple tasks such as the above mentioned. If we are not teaching these skills and helping students to become comfortable with technology, we are not only doing them a disservice, but also are doing a poor job of preparing them for their futures. Yes, students may be "tech-savvy," but there is a difference between knowing how to work a smartphone and knowing how to navigate a computer and use technology efficiently. Again, this brings me to the importance of learning these job-transferable skills and making sure these students are career ready. Students exposed to technology learn to be more comfortable with it in the classroom and it plays an important role in skills beyond college. It also has a positive effect on overall intellectual development and educational experiences. (Aiken, Cauley, & Whitney, 2010). With an ever-evolving digital society, social media marketing will continue to grow, businesses will continue to embrace technology, and technology skills will continue to be marketable skills. By incorporating the use of technology in the classroom, students will become proficient, and will be well-prepared for a future career. References: Aiken, K.D., Cauley, F. G., & Whitney, K. L. (2010). Technologies across our curriculum: a student of technology integration in the classroom. Journal of Education for Business. 85. 118-120. doi: 10.1080/08832320903258600. I'll admit that I have not used much digital gaming in my marketing classes. This is due to the lack of searching for games that utilize marketing and career ready concepts in addition to not knowing that gaming in the classroom has research-driven benefits. According to the World Economic Forum's 2016 report, New Vision for Education: Fostering Social and Emotional Learning Through Technology, "To thrive in the 21st century, students need more than traditional academic learning. They must be adept at collaboration, communication, and problem solving, which are some of the skills developed through social and emotional learning (SEL)" (Elias, 2017). A marketing course provides these job-transferable skills, but they become enhanced through gaming simulations and activities. Students are attracted to games and they can "be used as a tool to build kids' SEL skills, show how these skills matter in all kinds of jobs, and help children better understand how to prepare themselves for success in life" (Elias, 2017).
According to Patricia Deubel, "Digital game-based learning has the potential to engage and motivate students and offer custom learning experiences while promoting long-term memory and providing practical experience" (Coffey, 2009). In order to benefit students, these games need to be related to the curriculum and utilize problem-solving skills. Role plays, simulations, and adventure games are suggested because they require more than one skill. The relative advantage of digital games in the classroom is clear. When students are enjoying what they are doing, in this case, playing a game, they have fun and learning takes place without them even realizing. After reading about the benefits of digital gaming in the classroom, it appears that I have been missing out on the positive learning that gaming provides for students. I am excited to explore more digital games and simulations, and hope that I am able to find some that will work well in my marketing classroom. References: Coffey, H. (2009). Digital game-based learning. Learn UNC. Retrieved from http://www.learnnc.org/lp/pages/4970. Elias, M. J. (2017, January 6). How gaming connects to SEL and career readiness. Retrieved from https://www.edutopia.org/blog/how-gaming-connects-sel-and-career-readiness-maurice-elias. "An acceptable use policy (AUP) is a policy that outlines, in writing, how a school or district expects its community members to behave with technology" (Common Sense Media, 2017). AUP's are important to have in place so that students, staff members, and parents/guardians have clear expectations on what is acceptable and unacceptable in regard to technology use. According to Common Sense 1-to-1 Essentials - Acceptable Use Policies (2017), these are some suggestions of what should be included in an AUP:
The overall goal of an AUP should be to keep students safe while embracing technology and utilizing it for education learning opportunities. It's a way of monitoring technology use in an appropriate way and teaching students digital citizenship and responsibility. Finally, it informs all parties of expectations and encourages the users to use technology in an honest and safe way. The best example of an AUP that I found was from the University of Hawaii: Maui College. It was very clear and had a great breakdown of main points by sections. It is concerning that my school's AUP (Papillion La Vista South) does not have a place for stakeholders to sign and date to show that they agree with the policy. This is something that should be updated in the policy. I like that the Millard Public Schools AUP includes a technology application for student use and that the contract needs to be renewed annually. Finally, the Iowa Lakes CC gives a broad policy that I think could have been a little more specific. Again, the policy is just posted on the website so I hope that there is a signature component to the AUP that holds all parties accountable to what the policy entails. Here are some examples of Acceptable Use Policies: Iowa Lakes Community College Millard Public Schools Papillion La Vista South High School University of Hawaii Maui College References: Common Sense Media. (2017). 1-to-1 essentials - acceptable use policies. Retrieved from https://www.commonsensemedia.org/educators/1to1/aups. Virginia Department of Education. (2017). Internet safety in schools. Retrieved from http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/acceptable_use_policy.shtml.
"Teachers who use instructional video report that their students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning." ("Why," 2015). This different type of media allows students to see content in a different light and become engaged through multimedia instruction.
I really enjoyed interviewing my co workers to learn about "why and how they use videos in their educational areas." My goal was to interview educators in different content areas. A common response from all was that they use videos to provide examples of what they are teaching, and make learning more relevant and meaningful . It is awesome to see that technology can be used to enhance the what is being taught in any content area or grade level. Educational videos "facilitate thinking and problem solving, assist with mastery learning, inspire and engage students, and create authentic learning opportunities" ("Pedagogical", 2006). These benefits will help students engage in higher levels of thinking and learn by applying the knowledge learned to real-life situations. References: Pedagogical benefits. (2006). Institute for Teaching and Learning Innovation. Retrieved from http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html. Why use video in the classroom? (2015). National Teacher Training Institute. Retrieved from http://www.thirteen.org/edonline/ntti/resources/video1.html. As technology continues to evolve, having "basic suite" (word processing, spreadsheet, and presentation) skills are essential. These foundation skills allow students to utilize technology not only in the classroom, but in their lives. Software tools offer several benefits such as improved productivity, appearance, and accuracy, and more support for interaction and collaboration (Roblyer, 2016, p. 109). These programs provide students and educators with the technology to create professional documents, spreadsheets, and presentations, all in minimal time. Students are able to assist one another through collaboration in the creation of these files. At the high school that I work at, we are so lucky to not only have computer and internet access, but also access to these basic suite programs through Microsoft. These are programs that I know I take for granted, as many schools do not have the technology or software available. I use these programs daily to complete assignments for EdTech classes, balance and keep track of school activity budgets, and create assignments and presentations for teaching my curriculum. Needless to say, I would be lost without these basic suite programs. The time and energy that I have saved through the use of these programs is invaluable.
These programs assist students in fostering job-transferable skills such as basic word processing, functions and formulas, and presentation knowledge, which are all essential 21st-century skills. "Jobs that may not have had a digital component in the past, may have one now. Education isn’t just about memorizing facts and vocabulary words, it’s about solving complex problems and being able to collaborate with others in the workforce" (Cox, 2015). Even with the access to these programs, I see that many students do not have the basic knowledge of these programs or the keyboarding skills to keep up in a competitive workforce. Some districts require these computer courses for their students, some do not. I cannot express the importance of students having this technology knowledge. I find myself having to teach or re-teach basic computer skills in my classes before using these programs because many of the students do not have this knowledge or they didn't have to apply it further than simply learning the skill. In my own classroom, the Basic Suite is used frequently. Students use word processing skills to write article reviews on current events, develop business plans and advertising campaigns, and create promotional materials. Presentations are used by students to present what they have learned through collaboration with other classmates and teaching others through project-based learning. Spreadsheets are used for analyzing data and presenting graphs and charts. Without these basic programs, it would be difficult to incorporate technology into the classroom and prepare students for their future careers and the use of more advanced technology. "Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process" (Edutopia, 2008). After teaching these basic skills, students need to be challenged and explore these programs through assignments. This results in students being challenged intellectually and forces them to explore through trial and error, collaboration, and discovery. Although we are living in a world of "tech savvy" millennials, there is a major difference between being able to navigate a smartphone or tablet as opposed to a computer program. It is our job as educators to express the importance of these skills and prepare them for post secondary education and beyond. References: Cox, J. (2015). Benefits of technology in the classroom. Teach Hub, 2015. Retrieved from http://www.teachhub.com/benefits-technology-classroom. Edutopia Team. (2008). Why integrate technology into the curriculum?: The reasons are many. Edutopia, March 2008. Retrieved from https://www.edutopia.org/technology-integration-introduction. Roblyer, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson. "Collaborative learning models are proving successful in improving student engagement and achievement, especially for disadvantaged students (Adams et al., 2016 pg. 12). This mid-range trend is something that I already see happening in classrooms across the globe. By providing opportunities for cooperative learning for our students, we are allowing them to explore beyond their own knowledge, with the assistance of others. This provides a hands-off approach for the instructor, allowing for them to be the facilitator of learning. It hold students accountable and requires them to think beyond their normal level of thinking. It also allows students to learn by doing and apply the skills that they are learning in a collaborative and constructive way. "Student learning is optimized when experiencing a blend of cooperative and individual work" (Adams et al., 2016 pg. 12). Through this combination, students will have a good balance of individual and collaborative learning assisting in their subject matter knowledge and success.
"Today, student-centric pedagogies are being embraced to better prepare learners for the future workforce, and new approaches to classroom design are supporting this shift" (Adams et al., 2016, pg. 8). This has been something of high curiosity for me in the past few years. I have heard about, read, and explored flexible seating options and have experienced the impact that classroom design can have on students. I am hopeful for this long-term goal to be brought into not only the classroom, but be supported at a district level. If superiors realize the benefits that come from the importance of classroom design, they will be able to assist educators in the best classroom design for their subject area. Classroom design can have such an impact on the overall classroom environment, engagement of students, and overall learning. At the beginning of the school year, I kept my classroom the same as I had it the previous year, having two, large U-shapes with the 14 tables that I have. This worked well for me last year, as my class sizes were considerably smaller. This year, however, with all tables full, I noticed my classroom management was being challenged and it was a constant battle against chatty students. I knew my classroom design and set-up was a part of the problem, so I made a change. Now, I have eight pods consisting of two tables facing one another and all of the pods are angled towards the front of the room. There is more room in the classroom and I have noticed an increase in engagement and a decrease in classroom management issues. The increase in the amount of space has allowed for a more productive and collaborative environment for my students overall and within each pod. Classroom design is something that should always be considered and will be different depending on the subject and grade level. I see these two technology trends as the most relevant to my own classroom and are aspects of teaching that I consider and evaluate frequently. Through teacher, peer, and administrator collaboration, educators will be able to create a classroom design that best fits the goals of their learning environment and provides a collaborative atmosphere for students to engage in meaningful learning with one another. References: Adams Becker, S., Cummins, M., Freeman, A., Giesinger Hall, A., & Yuhnke, B. (2016) NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium. The role of Educational Technology is more relevant than ever in today’s classroom. The evolution of technology has allowed educators to utilize technology in curriculum as extension of learning. For my own classroom, my goal is to incorporate technology where it enhances learning by using the most relevant and engaging technologies that allow for real-life application of what is being taught. This does not necessarily mean uses the most expensive technologies, but rather, the most efficient and useful that correlate with the curriculum. “The new 21st century learners must master more than the core curriculum to succeed in secondary and post-secondary institutions, as well as in the workplace” (Blair, 2012). This is so relevant, especially in a career education class such as marketing. Going beyond memorization of definitions and actually applying knowledge is the key. Educational Technology should assist, not hinder this process.
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AuthorReflection blog for Master's in Educational Technology course EdTech 541 at Boise State University. Archives
April 2017
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