MERLOT Evaluation

MERLOT site: Addition and Subtraction Fun!

Quality of Content:

Does the software present valid (correct) concepts, models, and skills? Yes. This website presents an engaging opportunity to practice both addition and subtraction math facts through picture representations and number models.

Does the software present educationally significant concepts, models, and skills for the discipline? Yes. Students are encouraged to answer questions in multiple formats for both addition and subtraction models. The use of pictures, story problems, and number models cover a wide range of math skills.

Potential Effectiveness as a Teaching-Learning Tool:

What stage(s) in the learning process/cycle could the materials be used? The material is most appropriate for lower elementary grades (approximately ages 4 to 6) and especially for students who are just learning addition and subtraction facts. This Stand Alone Instructional Resource is read to the student and there is heavy picture support for the visual learner as well as instant visual/auditory feedback. The demonstrated math skills can be applied to other like problems with single digit numbers being added or subtracted with the use of manipulatives.

What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials? Students should be able to represent two numbers with manipulatives or a visual representation, add or subtract two numbers, create a number sentence, and find an answer to a single digit addition or subtraction problem.

What are the characteristics of the target learner(s) This website will best fit students in a lower elementary classroom grades kindergarten through second grade (ages 4 to 6) or any student beginning to add and/or subtract single digit numbers.

Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials? Yes. Teachers will appreciate the multiple strategies incorporated in this presentation. The website is fun, engaging, and accurately displays the thought process necessary to solve addition and subtraction problems using technology.

Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline? Yes. The basic math skills required in this presentation are present in all lower elementary classrooms regardless of intended curriculum.

Can the software be used in a variety of ways to achieve teaching and learning goals? The software is designed as a Stand Alone Instructional Resource but the user can skip to either the addition or subtraction section of the presentation depending on educational need.

Are the teaching-learning goals easy to identify? The objective of this lesson is well defined and the learning goals are achieved throughout the content of the presentation.

Can good learning assignments for using the software application be written easily? Yes. Students can apply the content of the presentation to a page of math facts used as a drill and practice. The addition and subtraction support can also be used to encourage students to show multiple formats of learning such as representing the answer to a problem with pictures, numbers, and words.

Ease of Use:

Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct? Yes. The presentation is designed as a Stand Alone Instructional Resource. Students can easy click on the link followed by the action buttons to get to the next slides. All questions are read to the user and interactive responses are instant and encouraging.

Does the user get trapped in the material? The presentation will continue forward when the action buttons are clicked until it has played out in its entirety. The user can escape the material with the esc. button.

Can the user get lost easily in the material? No. The user is encouraged to go forward until the presentation is complete. There are not multiple pathways for the user to get lost.

Does the module provide feedback about the system status and the user's responses? Yes. The presentation will cheer (with a visual thumbs up) for the correct response to the content and the appropriate answer is given upon an incorrect attempt.

Does the module provide appropriate flexibility in its use? The website provides a variation in skill from addition to subtraction as well as flexibility in how the material is presented to the user.

Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software? No. The StAIR presentation only requires the user to click on the initial link and respond to the posed questions. No pre-teaching is required.

Does the material present information in ways that are familiar for students? Yes. The material presented is similar to how a teacher would present the same content to a classroom of students. The math problems are read aloud, a picture matches the problem, and multiple answers are given for the user to choose.

Does the material present information in ways that would be attractive to students? Yes. Students enjoy using technology for the everyday content in an elementary classroom. This presentation makes learning fun and engaging for all students. The pictures are colorful and the sounds are encouraging for an eager student. Traditional math fact drills are a thing of the past!

Personal Reflection

My first class towards a Masters in Educational Technology went by in an instant. However, I know that I’ve only scratched the surface of what’s to come in the ever-changing world of technology. My initial Personal Growth Plan was filled with aspirations to integrate technology in my own classroom. I also hoped to make student use as safe as possible. I now realize that these goals were partly achieved and will come to be over time. My goals will also slightly shift according to my changing understandings of digital resources. In the future I plan on consistently integrating different technology while stepping back to allow my students a spot in the driver’s seat. I have failed to trust my students as a technology resource, while in the first grade, they have more to offer than I previously considered possible. Continuing my own education with regard to a Masters in Educational Technology will better guide me in my quest to become an effective 21^st Century educator on behalf of my future students.

Now more than ever, I feel that I’ve gained confidence with digital resources, and I know where to go when questions arise. Integrating the Internet with my own learning has made my experiences with technology more concrete. I am also grateful for the Internet tips and ideas that served as a coach, mentor, and protector. The support of Atomic Learning as well as (surprising to me) You Tube has been invaluable. I especially enjoy the brief and to the point, Plain English clips! Most of all, I feel more comfortable with the technology that I had already explored prior to the course. For example, I was familiar with Blogs and some of their capabilities. Now I know more about embedding clips, siting work, and the range of Blogs that are available for resources and informational updates.

There were times when my learning felt limited with some of the new technology. Being a visual learner, I would sit in front of my computer and wish for someone to show me a trick. There are short cuts and long pathways to achieving a desired outcome, and I most frequently took the longer route on my computer. Putting off frustrations, I would research and explore until I found a way around a problem. For example, I played around a lot with my Google Calendar. I wanted to import it to my Blog in a mini-file. Whenever I tried, the link would disappear along with my patience. Eventually, I posted a picture of a Google Calendar with the correct link. This leads me to question the efficiency of online learning.

I have learned that effective teaching strategies must be relevant and purposeful when integrating technology into my own classroom. I have been introduced to Twitter, LinkedIn, MACUL, Google, Flickr, Diigo, Delicious, Blogging, and You Tube along with other resources brought to me through my classmates like Glogster, Prezi, and QR Codes. I’d love to bring every bit of this technology into my classroom, but I want to do it all justice. Meaning that I plan to roll out bits and pieces over time after having the chance to establish a meaningful purpose for my students. My student’s safety with technology is of the utmost importance. My assignment on PC Maintenance exemplifies good teaching and aligns to my Personal Growth Plan. In this assignment I viewed interesting topics on Atomic Learning, and reported their benefits to my own classroom experience. I especially enjoyed the technique of safeguarding Google Images so that inappropriate pictures don’t surface upon random searches. I am looking forward to integrating additional digital media in my classroom to enhance the curriculum both academic as well as social.

Learning Styles

Looking back on my own learning experiences I recognize the transformation taking place in the world of education. I can speak of what I know best, and at the moment my comparisons are grounded in first grade. As a first grade student I remember (long ago) that most of the teaching was accomplished by auditory means. The teacher would be up in front of the class and there would be lectures followed by some sort of paper practice. This teaching strategy was often repeated over and over across the curriculum. I can remember similar teaching strategies while attending college. There were so many students that it would have been a challenge to operate in a different way. However, the professor would be up in front of the classroom lecturing students followed by independent study after course hours. This works for students who are auditory learners...not me.

I have always been a visual learner like 65% of the population. I learn best by watching and seeing what it is that I'm expected to know. For example, it seems that I never know where I'm at or where I'm going. Directions are impossible for me, but I see everything clearly when I have a map to look at along with landmarks and graphics. If someone tries to tell me directions it's almost as if it goes in one ear and out the other. However, if I have a map AND go there myself I will always get back to the designated spot! It seems that I'm a bit of a kinesthetic learner as well.

Using this information starts in my own classroom. Ideally it is important to know my students and their own learning styles. Yet, first graders are not quite at the point where they can really share this information with me in a useful way. It is really up to me to see how students are performing and cast a broad net of teaching strategies. It seems impossible to touch on every learning style for every lesson, but I do believe that small pieces can be added to a lesson to appeal to auditory, visual, and kinesthetic learners. Most lessons include some type of discussion, but in first grade a picture has the effect of cementing words together. The kinesthetic learning strategies are harder to implement with every lesson, but they can be as simple as a hand gesture. For example, learning long and short vowels can be tricky business. Combining multiple teaching strategies makes the task manageable. We say the vowel sounds while looking at matching pictures and making hand signals to distinguish between long and short sounds. Phew! The key is to combine teaching strategies when possible.

Photo Attribution:

Original Image: "Learning Styles Cartoon"

http://lmfarley.com/wp-content/uploads/2009/07/Learning-Styles-Cartoon-300x225.jpg

By: Linda Farley

Creative Commons Image

Below is an image that I have located using Creative Commons. I understand that the image may look unusual, but first grade topics are often hard to predict. In science we are learning about organisms, and I have the pleasure of introducing this delightful creature to the classroom. First graders either panic or crowd the terrarium to catch a close up look at what is known as a Bess Beetle. I plan on using images like the one below to support the students who want to take a close look, but not too close. Images are a great addition to the curriculum that enhance student experiences in a safe way. Most importantly, images don't hiss!

Photo Attribution:

Original Image: "Shiny Beetle"

309466391_092792eae0_m.jpg

By: cyanocorax

Released under: Attribution-ShareAlike

http://creativecommons.org/licenses/by-sa/2.0/deed.en

My Flickr Page:

http://www.flickr.com/photos/palmeradot

Google Shield!

Atomic Learning workshops are really stunning me right now! I just had to report on one more tutorial because it directly relates to my classroom concerns. I watched the tutorial, "Setting Up Search Preferences in Google," and I had no idea that this option even existed.

I can't even say how many times I have searched for an image (in my first grade classroom) to support a new concept or just offer a visual connection to an unfamiliar topic. I don't need to comment on what images pop up in Google when I search for "toys." Needless to say I search for images when the students are busy! However, there is a feature in Google that allows you to filter your searches. Going into Google there is a tiny little button marked "Preferences" on the right side of the image search bar. When clicking on Preferences there are options to which you can filter images. On my home computer with Safari the button is "Advanced Image Search," and this area offers a variety of options to customize your image searching. I will be doing this as soon as I get into my classroom on Monday, and I will be sharing this seemingly obvious way to protect young students from all the toys Google has to offer.

Clear Your Tracks

Just like walking through the snow or dragging mud onto your white carpet...you leave tracks online. The idea of my so called "digital footprint" being etched into my computer's memory is a scary thought. I am sure that even the safest computer user does not want to be spied on by their own device, such betrayal!

After watching an Atomic Learning workshop (Clearing your Internet Tracks on IE and Firefox) I have learned how to give myself some peace of mind online. Now I'm not saying that I frequent inappropriate sites, but I don't like the feeling of being tracked. All computers take snapshots of your usage every time you open Internet Explorer and browse the web. This is can be found in your History. To find this area go to your Tools and then Internet Options. You can delete cookies, files and change your settings to better protect yourself. This workshop inspired me to find this area in Safari. I'm an Apple lover, and on Safari a similar area can be found in the Safari drop down. Here you can empty your cache or change your online preferences. There is also a History tab that allows you to instantly clear your history.

The draw back brings me back to cookies from my previous post. Cookies can help you find what you are looking for and make your online experience a better fit for you as an individual. Deleting your cookies is like walking into your favorite store where nobody recognizes you anymore! Moreover, I learned that parents will want the History tab to go unnoticed by their young ones who are beginning to explore online. The tracks children make should be monitored and if anything, used as a teaching point for safe surfing. I will be passing this on to my "new parent" friends!

Gone Phishing!

Again with the catchy titles! I chose to learn about "Avoiding Phishing Scams" on Atomic Learning because, like cookies, I have heard of the word but not the actual definition. Phishing comes from the idea that scam artists use email bait to catch easy prey online.

Most people have probably seen a phishing scam, and many have become victims. I for one hold the perspective of, "If it's too good to be true, it probably is..." However, I am surprised to realize how official some of these email scams can look. They are meant to tempt you or scare you into making impulsive decisions. Furthermore, I learned that one click of your mouse can release your private information or unlimited access to your bank account.

User beware. When it comes to your money or more importantly at times, your identity, you will never be prompted by official companies to release this information through your email. Always go to the source and look for direct messages after securely entering the website that you trust. Don't make yourself easy bait!

Cookies: Yum or Yuck?

I recently viewed a tutorial on Atomic Learning about "Explaining Cookies," and not the kind you eat. I have always heard about cookies, but never really knew what they were until now. I initially thought a cookie was a bad thing on the web, but that was the extent of my knowledge...just try to stay away from cookies!

After viewing the cookie tutorial I feel more comfortable with what a cookie is and what to look for while I'm online. In short, I learned that cookies are a website's way of getting to know you and providing customized service. Just like in Starbucks! (I like the idea of walking in and having my Hazelnut coffee ready on sight. The barista even greets me by name and continues a conversation that we started days earlier.) Cookies do the same thing on line. When entering a website, the site watches your interactions and gets a feel for what you like. Later, when returning to the website you have a friendly greeting of recommendations tailored to your previous preferences. These are good cookies known as persistent or session cookies.

I am not surprised to find that there are cookies that will leave a bad taste in your mouth. Tracking cookies do just that. They track where you go on the web and report your most intimate details to advertising companies. These companies can cross reference your information and website history to pick out private information about your lifestyle. While cookies can be blocked they will most often return. Knowing that these types of cookies exist is the beginning to safe experiences online.

Getting Things Done

“Anxiety is caused by a lack of control, organization, preparation, and action.” - David Kekich

I feel like this statement rationalizes my tidy nature and, at times, over-organization! David Allen's "Getting Things Done" technique has been in my life before I knew it even existed. The five stages of: Collect, Process, Organize, Review, and Do are ever present in my home as well as my classroom.

The collecting, processing and organizing phases work simultaneously for me. As soon as a task comes into my life I immediately filter that task into a prioritized category and decide how and when the task will be completed. It took awhile for me to manage this at first, but my Smart Phone played a big part in helping everything come together. I religiously use my iCalendar to remember dates and set alarms for when a task must be finished. When I scheduled an appointment I use my speaker phone so I can instantly plug in the information...or I'll forget. Items without an actionable date go into my Use Your Handwriting application on my phone. These are items that don't really have a due date, but need to be recorded...or I'll forget. All I need to do is jot a note with my finger and it is put into a list format with previous notes. It took me awhile to get these systems in place and I am still working on the part of reviewing. I check my calendar often as well as my note taking app, but every once and awhile something sneaks up on me causing panic. Unfortunately my process is not fool-proof. I still have notes and lists flying about because it seems that my mind just can't hold it all at the speed it comes in. There are even times when my students will ask about something and I need to write it down on the white board in big letters...or I'll forget! For now this is the process that works for me, but as technology changes I am sure I will do the same. (Below are google images of an iCal and Use your Handwriting screenshot.)

This Video Hit Home!