{"id":173,"date":"2023-05-31T12:59:01","date_gmt":"2023-05-31T12:59:01","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/?post_type=chapter&#038;p=173"},"modified":"2023-05-31T13:01:22","modified_gmt":"2023-05-31T13:01:22","slug":"ch-21-learning-with-digital-tools","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/chapter\/ch-21-learning-with-digital-tools\/","title":{"raw":"Ch. 21 Learning with Digital Tools","rendered":"Ch. 21 Learning with Digital Tools"},"content":{"raw":"<p style=\"text-align: center\"><img src=\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-300x203.jpg\" alt=\"\" width=\"300\" height=\"203\" class=\"aligncenter size-medium wp-image-175\" \/><\/p>\r\n\r\n<div class=\"textbox\">In this section of the course eBook we are going to look at using technology in K-12 schools. The main takeaway for this chapter is \"Learning First, Tech Second\".<\/div>\r\n<div class=\"textbox\">Much of the content is derived from a massive open online course (MOOC), LEADED501x Leading Ambitious Teaching and Learning from the University of Michigan, School of Education, Ann Arbor Michigan.<\/div>\r\nThe technology integration section of the MOOC, Learning with Digital Technology Tools is presented by\u00a0 Liz Kolb, Clinical Assistant Professor, University of Michigan, School of Education\r\n\r\nIncluded will be videos and abbreviated versions of the video transcripts. In this first section we will look at some basic guidelines for using technology for learning.\r\n\r\nWatch the video lecture (19:48 minutes). What is Ambitious Learning Through Technology Tools?\r\n\r\nhttps:\/\/youtu.be\/NfalVfdT640\r\n\r\nLEADed501x Leading Ambitious Teaching &amp; Learning. (2016,\u00a0Nov. 14). MCHLATLX2016-V001500. [Video File]. Retrieved from\u00a0https:\/\/youtu.be\/NfalVfdT640\r\n<p style=\"text-align: center\"><strong>Technology integration is driven by good teaching practices and not fancy tools.<\/strong><\/p>\r\nThere\u2019s almost this assumption that the technology magically creates these amazing learning gains in the classrooms and new cognition. That does not happen. Instead, often we will see classrooms where students are all over the classroom when they have their laptop or their tablet. They look like they\u2019re engaged because they\u2019re excited about having it. But, we have to be careful that they\u2019re actually learning through the technology.\r\n\r\nWe tend to make the mistake of giving children a one-to-one device thinking one-to-one is the ultimate solution for learning and then step away and assume that the technology, the app or the software\u2019s going to do the rest of the work for us.\r\n\r\nWe need to bring in those good, effective teaching methods and strategies. When we look at effective literacy learning strategies, none of them say, just give a child a book and they will learn to read. So, we shouldn\u2019t assume, just give a child a tablet or a mobile device and suddenly, they\u2019re going to learn through it. We need to integrate the effective practices.\r\n<p style=\"text-align: center\"><strong>Added Value<\/strong><\/p>\r\nTechnology should be the last piece of the instructional sequence. It should be something that is going to be adding value to those good literacy or good mathematical instructional practices rather than just something that\u2019s exciting and fun.\r\n\r\nIt\u2019s important to make sure that math is connecting to students\u2019 everyday understanding and their world. That doesn\u2019t mean a story problem where it talks about apples or bicycles, which are relevant to the children.\u00a0 It means connecting their everyday life, what they see and do around them, to mathematical strategies and understanding. Notice a lot of these effective strategies have to do with collaboration, authenticity, collaboration, and inquiry. Using some of those higher-order thinking skills or higher-cognitive thinking skills are important in learning. These are the things we want to bring into technology learning.\r\n\r\nWhen we look at the research over the last couple of decades, the research <strong>does not<\/strong> say we should be isolating students. They should not be using a bunch of what we call drill and practice software which is where they do a lot of multiple choice type questions. Instead, we need to do what we do in mathematics. We need to ask students to inquire, to analyze, to synthesize, to hypothesize.\r\n\r\nIt\u2019s not so important that they\u2019re just consuming content and answering questions really quickly or swiping to get to the game, which sometimes has negative learning gains. Instead, it\u2019s important that we are <strong>adding value to the learning.<\/strong>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaways<\/h3>\r\n<p style=\"text-align: center\"><strong>Research on Effective Tech Use in Learning<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Elicit higher-order thinking around content over consumption of content. (Wenglinsky, 2006)<\/li>\r\n \t<li>Quality over quantity (Wenglinsky, 2006)<\/li>\r\n \t<li>Avoid \u201cdrill and practice\u201d in isolation. (Wenglinsky, 1998)<\/li>\r\n \t<li>\u201cValue-added\u201d element to the learning (Means et al. 2009)<\/li>\r\n<\/ul>\r\n<\/div>\r\nWe\u2019ve learned that <strong><span style=\"color: #3366ff\">we need to avoid drill and practice software<\/span><\/strong> despite the hundreds of thousands of pieces of educational software that are drill and practice. Because those rarely have learning gains, and often, they are negative learning gains. In addition to that, it\u2019s quality over quantity.\r\n\r\nWhat we\u2019ve learned is that children who use technology every day have no better, and sometimes worse, learning outcomes as far as their standardized test scores and other assessments, than children who use technology less frequently but with higher quality applications, that reach those higher order thinking skills. These are important things that we need to consider.\r\n\r\nWe need to focus on the time-on-task, and learning goals must come first. We need to make sure that the software is meeting those needs and not distracting from those needs.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaways<\/h3>\r\n<p style=\"text-align: center\"><strong>Research on Effective Tech Use in Learning<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Focus on learning goals (Linnenbrink &amp; Printrich, 2003)<\/li>\r\n \t<li>Time-on-task active engagement (Wartella, 2015)<\/li>\r\n \t<li>Co-use or joint media engagement (Darling-Hammond, et al, Hirsh-Pasek et al. 2015, Guernsey, 2012)<\/li>\r\n \t<li>Connect learning to authentic experiences (Vaala et al., 2015, Guernsey, 2012), Wartella, 2015)<\/li>\r\n<\/ul>\r\n<\/div>\r\nSo much software has many bells and whistles, and as I mentioned, games and exciting features for the students. But often, they don\u2019t meet the learner\u2019s needs when it comes to what we want them to comprehend and understand.\r\n\r\nA huge part of using technology comes down to a big piece of literacy learning practices, which is this idea of co-use or joint media engagement. Students should be working together, rather than isolated in a corner. Co-use could also be a parent to a child, it could be a teacher to a child. It doesn\u2019t have to be child to a child.\r\n<p style=\"text-align: center\"><strong>Technology<\/strong> <strong>should bridge school experience with everyday life and the world around the student.<\/strong><\/p>\r\nThe technology should bridge students\u2019 school experiences with their everyday lives, the world around them, and the things that their hearing in the news. The technology should connect students and teachers to experts and the real world through the technology in meaningful ways.\r\n\r\nWhen we\u2019re using the technology, it\u2019s important for the teacher to say, this is why we\u2019re using this app or software. It is also important with asking children to work collaboratively.\r\n\r\nWe know learning is social. When using technology for learning in any content area, students should be co-using the device. They should be working together. They should be co-constructing, rather than isolated. Read alouds and think alouds are a great way to show that students are understanding.\r\n\r\nTo make their thinking a little more visible, students using technology devices can participate in what we call share-alouds, where they share what they\u2019re doing at different moments with other students, with teachers in a written format.\r\n\r\nChildren need to have their learning monitored. Monitored comprehension means the teachers should be checking in and monitoring with the devices. They should be sitting down with the children periodically if they\u2019re in a one-to-one classroom, rather than assuming that the software is doing the work and is doing it correctly.\r\n\r\nChildren need to be reflecting, questioning, retelling, predicting, and these are things that students can be doing through the software. Again, eliciting some of these higher-order thinking skills, making sure the software isn\u2019t drill and practice, but it\u2019s actually software that allows this creativity in unique and innovative ways.\r\n\r\n<strong>Modeling and Guided Practice<\/strong>\r\n\r\nFinally, the idea of guided practice. Teachers should be showing students how to use the software. They can do the, <strong>I do, we do, you do,\u00a0format.<\/strong> When they\u2019re doing that, and not just modeling how to navigate the software, but in particular, how to think as they\u2019re navigating the software.\r\n\r\nMake sure that you are teaching students how to think about the cognition and the learning as they\u2019re navigating the software.\r\n\r\n<strong>What do we mean by eliciting higher-order thinking skills?<\/strong>\r\n<p style=\"text-align: center\"><img src=\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1.png\" alt=\"\" width=\"943\" height=\"484\" class=\"aligncenter size-full wp-image-177\" \/><\/p>\r\nScreenshot from the video lecture\r\n\r\nWe want to make sure that the learning through the technology is happening in the higher processing areas. One of the things that we\u2019ve learned from the research over the past couple of decades is when the learning happens in the drill and practice programs, we just don\u2019t see learning gains and effective outcomes.\r\n\r\nThe more students use the drill and practice programs, the less effective the learning outcomes. We really want to look for software that elicits those higher processing skills.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaways<\/h3>\r\n<p style=\"padding-left: 30px\">We know that technology should <strong>engage learners.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\">We know that technology should <strong>enhance learning<\/strong>. It should add value to it.<\/p>\r\n<p style=\"padding-left: 30px\">We know that technology should be <strong>extending learning<\/strong> beyond the classroom in unique ways.<\/p>\r\n\r\n<\/div>\r\n<p style=\"text-align: center\"><strong>Technology Should\u00a0 (Triple E)<\/strong><\/p>\r\n\r\n<table class=\"shaded aligncenter\" style=\"height: 119px\">\r\n<tbody>\r\n<tr style=\"height: 14px\">\r\n<td style=\"height: 14px\"><strong>Engage Learning<\/strong><\/td>\r\n<td style=\"height: 14px\"><strong>Enhance Learning<\/strong><\/td>\r\n<td style=\"height: 14px\"><strong>Extend Learning<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 105px\">\r\n<td style=\"height: 105px\">\r\n<ul>\r\n \t<li>Time-on-task learning<\/li>\r\n \t<li>Focus on learning goals<\/li>\r\n \t<li>Co-use and Co-Engagement<\/li>\r\n \t<li>Social<\/li>\r\n \t<li>Less distractions<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"height: 105px\">\r\n<ul>\r\n \t<li>Value added to learning<\/li>\r\n \t<li>Scaffolds and supports<\/li>\r\n \t<li>Could not do with Traditional Tools<\/li>\r\n \t<li>Personalized<\/li>\r\n \t<li>Differentiation of learning<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"height: 105px\">\r\n<ul>\r\n \t<li>Bridge School Learning and Everyday Lives<\/li>\r\n \t<li>Help Students Make Sense of the World TODAY<\/li>\r\n \t<li>Connecting Existing Knowledge with new Knowledge<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n<hr \/>\r\n\r\n<h3><strong>What is <span style=\"color: #3366ff\">Engaged Learning\u00a0<\/span>with Technology Tools?<\/strong><\/h3>\r\nWell, it\u2019s really important that the focus is on the learning goals, this idea of time-on-task, and that the technology is not distracting from the learning goals which it can easily do and a lot of software does.\r\n\r\nThe software is really motivating the students with different types of scaffolds to get them interested and invested in the learning goals.\r\n\r\nOne of the most important pieces is this idea of having an active learner. They\u2019re not passive and just consuming knowledge. But, they\u2019re productive, that they\u2019re innovative, inquiring, hypothesizing, and using those higher-order thinking skills. They are not doing it isolated, rather they\u2019re doing it in a very collaborative way through co-use and co-construction.\r\n\r\nWhen we look at <strong>time-on-task<\/strong>, we know that technology should be helping students focus on the learning goals. It should allow opportunities for students to learn with less distractions.\r\n\r\nCo-use and joint engagement compared to individual use. When we consider co-use, we want students to build a collaborative and shared understanding around content. They should be working together.\r\n\r\nIf you have a one-to-one classroom, I highly recommend that you take away a few devices occasionally and make it one-to-two or one-to-three, so that students can collaborate and work together, because it\u2019s much more difficult to build a shared understanding when they\u2019re isolated with their devices.\r\n\r\nAnother benefit of co-use is there\u2019s just more opportunity to inquire and co-analyze and just kind of check for understanding together. Again, when it\u2019s individual use, we just don\u2019t see those opportunities arise as much because all the students are working in their own isolated piece of software.\r\n\r\n<hr \/>\r\n\r\n<div class=\"textbox exercises\">\r\n<h3>Reflections<\/h3>\r\n<ul>\r\n \t<li>Do you notice co-use or joint engagement in different ways? Either students working collaboratively with devices or they\u2019re choosing apps and software that is collaborative for students, so they can work on it together?<\/li>\r\n \t<li>How are the teachers monitoring and checking in with the students?<\/li>\r\n \t<li>Are they modeling how to navigate the tool, and comprehend the content with the tool?<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3><strong>What is <span style=\"color: #3366ff\">Enhanced Learning<\/span> with Technology Tools?<\/strong><\/h3>\r\nWhat the video lecture 3:20 minutes\r\n\r\nhttps:\/\/youtu.be\/5pLhfoybeUI\r\n\r\nLEADed501x Leading Ambitious Teaching &amp; Learning. (2016,\u00a0Nov. 14). MCHLATLX2016-V001300. [Video File]. Retrieved from\u00a0https:\/\/youtu.be\/5pLhfoybeUI\r\n\r\nNow that we\u2019ve had a chance to look at what engaged learning with technology tools is all about, let\u2019s look at the characteristics of an enhanced learner using technologies.\r\n\r\nOften the words engaged and enhanced get thrown about together, but they\u2019re very different when it comes to technology tools. There are three different things we want to be looking for an enhanced learner.\r\n\r\n<strong>Technology should add value to the learning goals<\/strong>\r\n<p style=\"padding-left: 30px\">\u00a0First, we want to look for this idea that there\u2019s a value added. That somehow, students are able to develop a more sophisticated understanding of the content learning goals because of something that\u2019s happening with the technology.<\/p>\r\n<strong>Technology includes supports and scaffolds to help make learning more attainable (accessible)<\/strong>\r\n<p style=\"padding-left: 30px\">Technology can often bring in scaffolds, or supports, for the students, whether it\u2019s feedback, whether it\u2019s a way to differentiate instruction through leveled learning, that would help the student understand the learning goals better.<\/p>\r\n<strong>Do we need the technology?<\/strong>\r\n<p style=\"padding-left: 30px\">If the task is something that we can easily do with traditional tools, then we don\u2019t need to use the technology. But if it\u2019s something that we can\u2019t do with traditional tools, then that\u2019s where the value-added is realized.<\/p>\r\n\r\n\r\n<hr \/>\r\n\r\nTechnology absolutely should be something that integrates, supports, and scaffolds to help make learning more attainable. Making sure that there is this value-added is an important element we should be looking for.\r\n\r\nA few examples of that would be such as differentiating learning or personalizing learning, which again two terms that are often thrown around but very different.\r\n\r\nWhen we\u2019re differentiating learning, we\u2019re looking at students who are learning at different learning levels. An example of differentiating learning would be software that allows students to read the same article or read the same book based on their <a href=\"http:\/\/www.scholastic.com\/parents\/resources\/article\/book-selection-tips\/lexile-levels-made-easy\" target=\"_blank\" rel=\"noopener noreferrer\">Lexile level of reading<\/a>. If a student is at a lower Lexile level, they can read the same article that another student is reading, but just the text looks different and it\u2019s formatted differently for them, so that it meets their learning needs. <a href=\"https:\/\/newsela.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Newsela<\/a> is an example of a program that provides multiple Lexile levels of the same news article.\r\n\r\nPersonalizing learning software, is software that allows the teacher to actually create different activities for different learners based on their interests and the way that they like to learn. While the students are learning, the teacher can weigh in during the process of learning by seeing what the students are doing and putting in comments or even drawing on the student\u2019s screen. Google docs is an example of a program that can be used for personalized and collaborative learning. \u00a0That would be a value-added element to the learning and notice that there is co-use woven throughout it as well.\r\n\r\n<hr \/>\r\n\r\n&nbsp;\r\n<div class=\"textbox exercises\">\r\n<h3>Reflections<\/h3>\r\n<ul>\r\n \t<li>Reflect on your own experiences using technology in the classroom, think about how the learning is enhanced or value is added to the learning process through the technology tools. Look for <strong>scaffolds<\/strong> and<strong> supports<\/strong> for the learning that\u2019s provided by the technology, and notice if there\u2019s any <strong>differentiation of instruction<\/strong> or <strong>personalization<\/strong> that\u2019s happening through the technology.<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3 class=\"hd hd-2 unit-title\">What is <span style=\"color: #3366ff\">Extended Learning<\/span> with Technology Tools?<\/h3>\r\n<p style=\"text-align: left\">Now that we\u2019ve looked at the characteristics of an enhanced learner and an engaged learner using technology tools, it\u2019s time to look at the characteristics of what an extended learner needs with technology tools. This is an exciting piece of learning with technology tools, because it\u2019s something that was much more difficult to do prior to having access to digital technology in schools.\r\n<strong>How can technology make learning authentic?<\/strong><\/p>\r\nIt allows students to look at the world around them in a different way, in a very unique way. For example, being able to help solve real world problems through technologies, tools, and the different strategies and methods they\u2019re learning in school.\r\n\r\nThe things we tend to look for are the ways that technology can help students connect and create this bridge to their everyday lives.\r\n\r\nExamples:\r\n<ul>\r\n \t<li>Bring experts into the classroom virtually.<\/li>\r\n \t<li>Skype, Google Hangout, with pen pals from across the globe so students are able to learn new languages, and learn new cultural norms from other students.<\/li>\r\n \t<li>Livestream to connect with literacy experts, such as a favorite author.<\/li>\r\n \t<li>Social studies: students collaborating with others using Minecraft<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<div class=\"textbox exercises\">\r\n<h3>Reflections<\/h3>\r\n<ul>\r\n \t<li>If you would like to watch videos of teachers in the field, talk about how they <strong>extend learning<\/strong> with technology, go to <a href=\"http:\/\/www.edx.org\">www.edx.org<\/a> , search for \u201cLeading Ambitious Teaching and Learning\u201d, and enroll in the MOOC.Reflect on your own teaching with technology, look for evidence that demonstrates extended learning.\r\n<ul>\r\n \t<li>Does the technology help the learners connect classroom learning to their everyday lives.<\/li>\r\n \t<li>Is the technology helping to connect the prior knowledge and interest of the students in the classroom learning, and then bridging that back to their everyday lives?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3>Triple E Resources<\/h3>\r\nLiz Kolb as developed Triple E Evaluation Rubrics to use when:\r\n\r\n<strong>Evaluating the connection between the technology in a lesson plan and the learning goals of the lesson.\u00a0<\/strong>\u00a0 <a href=\"http:\/\/www.tripleeframework.com\/triple-e-printable-rubric-for-lesson-evaluation.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.tripleeframework.com\/triple-e-printable-rubric-for-lesson-evaluation.html\u00a0<\/a>\r\n\r\n<strong>Evaluating Apps and Websites for\u00a0 Learning<\/strong>\u00a0<strong>Potential.<\/strong><a href=\"http:\/\/www.tripleeframework.com\/uploads\/2\/2\/8\/7\/2287991\/evaluateappstriplee.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0http:\/\/www.tripleeframework.com\/uploads\/2\/2\/8\/7\/2287991\/evaluateappstriplee.pdf<\/a>\r\n\r\n<strong>Instructional Strategies<\/strong> to help meet the Triple E Framework.\u00a0<a href=\"http:\/\/www.tripleeframework.com\/instructional-strategies.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.tripleeframework.com\/instructional-strategies.html<\/a>\r\n<div>\r\n<div id=\"421153527532526653\" class=\"wcustomhtml\" align=\"left\">Triple E Framework\u00a0by\u00a0<a href=\"http:\/\/tripleeframework.weebly.com\/\" rel=\"cc:attributionURL\">http:\/\/tripleeframework.weebly.com<\/a>\u00a0is licensed under a\u00a0<a href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>.<\/div>\r\n<div align=\"left\"><\/div>\r\n<\/div>\r\n<div align=\"left\">You can learn more about the<strong> Triple E Framework<\/strong> at<a href=\"http:\/\/www.tripleeframework.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0http:\/\/www.tripleeframework.com\/<\/a><\/div>\r\n<div align=\"left\">and on Twitter @TripleE<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Other Resources for Evaluating Technology<\/strong><\/h3>\r\nKerry Gallagher\u00a0(<a href=\"http:\/\/twitter.com\/@KerryHawk02\" target=\"_blank\" rel=\"noopener noreferrer\">@KerryHawk02<\/a>) and Ross Cooper\u00a0(<a href=\"mailto:https:\/\/twitter.com\/@RossCoops31\">@RossCoops31<\/a>)\u00a0posted a blog on EdSurge on April 21, 2016 , \" <a href=\"https:\/\/www.edsurge.com\/news\/2016-04-20-should-i-download-that-app-a-ten-question-checklist-for-making-tools-worth-your-while\" target=\"_blank\" rel=\"noopener noreferrer\">Should I Download that App? A Ten-Question Checklist for Choosing Tools Worth Your- and Your Students'- Time<\/a>\"\u00a0 \u00a0They suggest asking yourself these ten questions before tapping GET, INSTALL or BUY.\u00a0 Please read the full article that includes their rationale behind each question.\r\n<ol>\r\n \t<li><strong>What content do we want students to learn?<\/strong><\/li>\r\n \t<li><strong>\u00a0What skills will our students practice or refine when they use this app?<\/strong><\/li>\r\n \t<li><strong>Will our students be consumers or creators when they use this app?<\/strong><\/li>\r\n \t<li><strong>What are my students\u2019 needs, and can this app meet them?<\/strong><\/li>\r\n \t<li><strong>\u00a0Is there a better app that achieves the same purpose?<\/strong><\/li>\r\n \t<li><strong>\u00a0Is there a comparable\/better app at a cheaper price?<\/strong><\/li>\r\n \t<li><strong>\u00a0Is there an app on your devices that already does the same thing?<\/strong><\/li>\r\n \t<li><strong>Does the app promote our school and district \u201cbest practices\"?<\/strong><\/li>\r\n \t<li><strong>How will we inform everyone else?<\/strong><\/li>\r\n \t<li><strong>Have we talked to the app creators?<\/strong><\/li>\r\n<\/ol>\r\nGallegar\u00a0K, and Cooper, R. (2016, April 21). Should I Download\u00a0that App? A Ten-Question Checklist for Choosing Tools Worth Your- and Your Students'- Time. [Blog Post]. Retrieved from\u00a0https:\/\/www.edsurge.com\/news\/2016-04-20-should-i-download-that-app-a-ten-question-checklist-for-making-tools-worth-your-while.\r\n\r\n<hr \/>\r\n\r\n<a href=\"https:\/\/docs.google.com\/document\/d\/1AMzS1GfHM66QPqNJdePabJUQ-rGuSjBrkvpbDw023hE\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">Course Technology Evaluation Tool-<\/a> click on link to access the evaluation tool.\r\n<div class=\"textbox exercises\">\r\n<h3>Exercises<\/h3>\r\n<ul>\r\n \t<li>As an assignment you will use the <strong>technology evaluation tool<\/strong> to evaluate an application\/program that supports learning in the content area of mathematics.<\/li>\r\n<\/ul>\r\nYou may have a new program at school or you can borrow one from another teacher. Explore the program thoroughly. Deliberately make\u00a0 mistakes\u00a0to see how the program will respond. Find out what kinds of software personalization options are available. Does the program teach the skill it claims to teach. How would you use this program in your classroom?\u00a0Describe your overall experience with the tool. Would you recommend it to others? Why or Why not?\r\n\r\n<\/div>\r\nPaula Lombardi, Granite State College, School of Education\r\n\r\n<hr \/>\r\n\r\n<strong>References<\/strong>\r\n\r\nMichiganX:LEADed501x Leading Ambitious Teaching and Learning. (2017). (an Open edX MOOC). Module 2: Ambitious Learning with Digital Tools (CC NY NC ND)\r\n\r\nIn text citation: (MichiganX:LEADed501x, 2017, Module 2)\r\n\r\n<hr \/>\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-300x203.jpg\" alt=\"\" width=\"300\" height=\"203\" class=\"aligncenter size-medium wp-image-175\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-300x203.jpg 300w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-65x44.jpg 65w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-225x153.jpg 225w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1-350x237.jpg 350w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/technology-integration-1.jpg 450w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<div class=\"textbox\">In this section of the course eBook we are going to look at using technology in K-12 schools. The main takeaway for this chapter is &#8220;Learning First, Tech Second&#8221;.<\/div>\n<div class=\"textbox\">Much of the content is derived from a massive open online course (MOOC), LEADED501x Leading Ambitious Teaching and Learning from the University of Michigan, School of Education, Ann Arbor Michigan.<\/div>\n<p>The technology integration section of the MOOC, Learning with Digital Technology Tools is presented by\u00a0 Liz Kolb, Clinical Assistant Professor, University of Michigan, School of Education<\/p>\n<p>Included will be videos and abbreviated versions of the video transcripts. In this first section we will look at some basic guidelines for using technology for learning.<\/p>\n<p>Watch the video lecture (19:48 minutes). What is Ambitious Learning Through Technology Tools?<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"MCHLATLX2016-V001500\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/NfalVfdT640?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>LEADed501x Leading Ambitious Teaching &amp; Learning. (2016,\u00a0Nov. 14). MCHLATLX2016-V001500. [Video File]. Retrieved from\u00a0https:\/\/youtu.be\/NfalVfdT640<\/p>\n<p style=\"text-align: center\"><strong>Technology integration is driven by good teaching practices and not fancy tools.<\/strong><\/p>\n<p>There\u2019s almost this assumption that the technology magically creates these amazing learning gains in the classrooms and new cognition. That does not happen. Instead, often we will see classrooms where students are all over the classroom when they have their laptop or their tablet. They look like they\u2019re engaged because they\u2019re excited about having it. But, we have to be careful that they\u2019re actually learning through the technology.<\/p>\n<p>We tend to make the mistake of giving children a one-to-one device thinking one-to-one is the ultimate solution for learning and then step away and assume that the technology, the app or the software\u2019s going to do the rest of the work for us.<\/p>\n<p>We need to bring in those good, effective teaching methods and strategies. When we look at effective literacy learning strategies, none of them say, just give a child a book and they will learn to read. So, we shouldn\u2019t assume, just give a child a tablet or a mobile device and suddenly, they\u2019re going to learn through it. We need to integrate the effective practices.<\/p>\n<p style=\"text-align: center\"><strong>Added Value<\/strong><\/p>\n<p>Technology should be the last piece of the instructional sequence. It should be something that is going to be adding value to those good literacy or good mathematical instructional practices rather than just something that\u2019s exciting and fun.<\/p>\n<p>It\u2019s important to make sure that math is connecting to students\u2019 everyday understanding and their world. That doesn\u2019t mean a story problem where it talks about apples or bicycles, which are relevant to the children.\u00a0 It means connecting their everyday life, what they see and do around them, to mathematical strategies and understanding. Notice a lot of these effective strategies have to do with collaboration, authenticity, collaboration, and inquiry. Using some of those higher-order thinking skills or higher-cognitive thinking skills are important in learning. These are the things we want to bring into technology learning.<\/p>\n<p>When we look at the research over the last couple of decades, the research <strong>does not<\/strong> say we should be isolating students. They should not be using a bunch of what we call drill and practice software which is where they do a lot of multiple choice type questions. Instead, we need to do what we do in mathematics. We need to ask students to inquire, to analyze, to synthesize, to hypothesize.<\/p>\n<p>It\u2019s not so important that they\u2019re just consuming content and answering questions really quickly or swiping to get to the game, which sometimes has negative learning gains. Instead, it\u2019s important that we are <strong>adding value to the learning.<\/strong><\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaways<\/h3>\n<p style=\"text-align: center\"><strong>Research on Effective Tech Use in Learning<\/strong><\/p>\n<ul>\n<li>Elicit higher-order thinking around content over consumption of content. (Wenglinsky, 2006)<\/li>\n<li>Quality over quantity (Wenglinsky, 2006)<\/li>\n<li>Avoid \u201cdrill and practice\u201d in isolation. (Wenglinsky, 1998)<\/li>\n<li>\u201cValue-added\u201d element to the learning (Means et al. 2009)<\/li>\n<\/ul>\n<\/div>\n<p>We\u2019ve learned that <strong><span style=\"color: #3366ff\">we need to avoid drill and practice software<\/span><\/strong> despite the hundreds of thousands of pieces of educational software that are drill and practice. Because those rarely have learning gains, and often, they are negative learning gains. In addition to that, it\u2019s quality over quantity.<\/p>\n<p>What we\u2019ve learned is that children who use technology every day have no better, and sometimes worse, learning outcomes as far as their standardized test scores and other assessments, than children who use technology less frequently but with higher quality applications, that reach those higher order thinking skills. These are important things that we need to consider.<\/p>\n<p>We need to focus on the time-on-task, and learning goals must come first. We need to make sure that the software is meeting those needs and not distracting from those needs.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaways<\/h3>\n<p style=\"text-align: center\"><strong>Research on Effective Tech Use in Learning<\/strong><\/p>\n<ul>\n<li>Focus on learning goals (Linnenbrink &amp; Printrich, 2003)<\/li>\n<li>Time-on-task active engagement (Wartella, 2015)<\/li>\n<li>Co-use or joint media engagement (Darling-Hammond, et al, Hirsh-Pasek et al. 2015, Guernsey, 2012)<\/li>\n<li>Connect learning to authentic experiences (Vaala et al., 2015, Guernsey, 2012), Wartella, 2015)<\/li>\n<\/ul>\n<\/div>\n<p>So much software has many bells and whistles, and as I mentioned, games and exciting features for the students. But often, they don\u2019t meet the learner\u2019s needs when it comes to what we want them to comprehend and understand.<\/p>\n<p>A huge part of using technology comes down to a big piece of literacy learning practices, which is this idea of co-use or joint media engagement. Students should be working together, rather than isolated in a corner. Co-use could also be a parent to a child, it could be a teacher to a child. It doesn\u2019t have to be child to a child.<\/p>\n<p style=\"text-align: center\"><strong>Technology<\/strong> <strong>should bridge school experience with everyday life and the world around the student.<\/strong><\/p>\n<p>The technology should bridge students\u2019 school experiences with their everyday lives, the world around them, and the things that their hearing in the news. The technology should connect students and teachers to experts and the real world through the technology in meaningful ways.<\/p>\n<p>When we\u2019re using the technology, it\u2019s important for the teacher to say, this is why we\u2019re using this app or software. It is also important with asking children to work collaboratively.<\/p>\n<p>We know learning is social. When using technology for learning in any content area, students should be co-using the device. They should be working together. They should be co-constructing, rather than isolated. Read alouds and think alouds are a great way to show that students are understanding.<\/p>\n<p>To make their thinking a little more visible, students using technology devices can participate in what we call share-alouds, where they share what they\u2019re doing at different moments with other students, with teachers in a written format.<\/p>\n<p>Children need to have their learning monitored. Monitored comprehension means the teachers should be checking in and monitoring with the devices. They should be sitting down with the children periodically if they\u2019re in a one-to-one classroom, rather than assuming that the software is doing the work and is doing it correctly.<\/p>\n<p>Children need to be reflecting, questioning, retelling, predicting, and these are things that students can be doing through the software. Again, eliciting some of these higher-order thinking skills, making sure the software isn\u2019t drill and practice, but it\u2019s actually software that allows this creativity in unique and innovative ways.<\/p>\n<p><strong>Modeling and Guided Practice<\/strong><\/p>\n<p>Finally, the idea of guided practice. Teachers should be showing students how to use the software. They can do the, <strong>I do, we do, you do,\u00a0format.<\/strong> When they\u2019re doing that, and not just modeling how to navigate the software, but in particular, how to think as they\u2019re navigating the software.<\/p>\n<p>Make sure that you are teaching students how to think about the cognition and the learning as they\u2019re navigating the software.<\/p>\n<p><strong>What do we mean by eliciting higher-order thinking skills?<\/strong><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1.png\" alt=\"\" width=\"943\" height=\"484\" class=\"aligncenter size-full wp-image-177\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1.png 943w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1-300x154.png 300w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1-768x394.png 768w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1-65x33.png 65w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1-225x115.png 225w, https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/files\/2023\/05\/Blooms-1-1-350x180.png 350w\" sizes=\"auto, (max-width: 943px) 100vw, 943px\" \/><\/p>\n<p>Screenshot from the video lecture<\/p>\n<p>We want to make sure that the learning through the technology is happening in the higher processing areas. One of the things that we\u2019ve learned from the research over the past couple of decades is when the learning happens in the drill and practice programs, we just don\u2019t see learning gains and effective outcomes.<\/p>\n<p>The more students use the drill and practice programs, the less effective the learning outcomes. We really want to look for software that elicits those higher processing skills.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaways<\/h3>\n<p style=\"padding-left: 30px\">We know that technology should <strong>engage learners.<\/strong><\/p>\n<p style=\"padding-left: 30px\">We know that technology should <strong>enhance learning<\/strong>. It should add value to it.<\/p>\n<p style=\"padding-left: 30px\">We know that technology should be <strong>extending learning<\/strong> beyond the classroom in unique ways.<\/p>\n<\/div>\n<p style=\"text-align: center\"><strong>Technology Should\u00a0 (Triple E)<\/strong><\/p>\n<table class=\"shaded aligncenter\" style=\"height: 119px\">\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"height: 14px\"><strong>Engage Learning<\/strong><\/td>\n<td style=\"height: 14px\"><strong>Enhance Learning<\/strong><\/td>\n<td style=\"height: 14px\"><strong>Extend Learning<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 105px\">\n<td style=\"height: 105px\">\n<ul>\n<li>Time-on-task learning<\/li>\n<li>Focus on learning goals<\/li>\n<li>Co-use and Co-Engagement<\/li>\n<li>Social<\/li>\n<li>Less distractions<\/li>\n<\/ul>\n<\/td>\n<td style=\"height: 105px\">\n<ul>\n<li>Value added to learning<\/li>\n<li>Scaffolds and supports<\/li>\n<li>Could not do with Traditional Tools<\/li>\n<li>Personalized<\/li>\n<li>Differentiation of learning<\/li>\n<\/ul>\n<\/td>\n<td style=\"height: 105px\">\n<ul>\n<li>Bridge School Learning and Everyday Lives<\/li>\n<li>Help Students Make Sense of the World TODAY<\/li>\n<li>Connecting Existing Knowledge with new Knowledge<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<h3><strong>What is <span style=\"color: #3366ff\">Engaged Learning\u00a0<\/span>with Technology Tools?<\/strong><\/h3>\n<p>Well, it\u2019s really important that the focus is on the learning goals, this idea of time-on-task, and that the technology is not distracting from the learning goals which it can easily do and a lot of software does.<\/p>\n<p>The software is really motivating the students with different types of scaffolds to get them interested and invested in the learning goals.<\/p>\n<p>One of the most important pieces is this idea of having an active learner. They\u2019re not passive and just consuming knowledge. But, they\u2019re productive, that they\u2019re innovative, inquiring, hypothesizing, and using those higher-order thinking skills. They are not doing it isolated, rather they\u2019re doing it in a very collaborative way through co-use and co-construction.<\/p>\n<p>When we look at <strong>time-on-task<\/strong>, we know that technology should be helping students focus on the learning goals. It should allow opportunities for students to learn with less distractions.<\/p>\n<p>Co-use and joint engagement compared to individual use. When we consider co-use, we want students to build a collaborative and shared understanding around content. They should be working together.<\/p>\n<p>If you have a one-to-one classroom, I highly recommend that you take away a few devices occasionally and make it one-to-two or one-to-three, so that students can collaborate and work together, because it\u2019s much more difficult to build a shared understanding when they\u2019re isolated with their devices.<\/p>\n<p>Another benefit of co-use is there\u2019s just more opportunity to inquire and co-analyze and just kind of check for understanding together. Again, when it\u2019s individual use, we just don\u2019t see those opportunities arise as much because all the students are working in their own isolated piece of software.<\/p>\n<hr \/>\n<div class=\"textbox exercises\">\n<h3>Reflections<\/h3>\n<ul>\n<li>Do you notice co-use or joint engagement in different ways? Either students working collaboratively with devices or they\u2019re choosing apps and software that is collaborative for students, so they can work on it together?<\/li>\n<li>How are the teachers monitoring and checking in with the students?<\/li>\n<li>Are they modeling how to navigate the tool, and comprehend the content with the tool?<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<h3><strong>What is <span style=\"color: #3366ff\">Enhanced Learning<\/span> with Technology Tools?<\/strong><\/h3>\n<p>What the video lecture 3:20 minutes<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"MCHLATLX2016-V001300\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/5pLhfoybeUI?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>LEADed501x Leading Ambitious Teaching &amp; Learning. (2016,\u00a0Nov. 14). MCHLATLX2016-V001300. [Video File]. Retrieved from\u00a0https:\/\/youtu.be\/5pLhfoybeUI<\/p>\n<p>Now that we\u2019ve had a chance to look at what engaged learning with technology tools is all about, let\u2019s look at the characteristics of an enhanced learner using technologies.<\/p>\n<p>Often the words engaged and enhanced get thrown about together, but they\u2019re very different when it comes to technology tools. There are three different things we want to be looking for an enhanced learner.<\/p>\n<p><strong>Technology should add value to the learning goals<\/strong><\/p>\n<p style=\"padding-left: 30px\">\u00a0First, we want to look for this idea that there\u2019s a value added. That somehow, students are able to develop a more sophisticated understanding of the content learning goals because of something that\u2019s happening with the technology.<\/p>\n<p><strong>Technology includes supports and scaffolds to help make learning more attainable (accessible)<\/strong><\/p>\n<p style=\"padding-left: 30px\">Technology can often bring in scaffolds, or supports, for the students, whether it\u2019s feedback, whether it\u2019s a way to differentiate instruction through leveled learning, that would help the student understand the learning goals better.<\/p>\n<p><strong>Do we need the technology?<\/strong><\/p>\n<p style=\"padding-left: 30px\">If the task is something that we can easily do with traditional tools, then we don\u2019t need to use the technology. But if it\u2019s something that we can\u2019t do with traditional tools, then that\u2019s where the value-added is realized.<\/p>\n<hr \/>\n<p>Technology absolutely should be something that integrates, supports, and scaffolds to help make learning more attainable. Making sure that there is this value-added is an important element we should be looking for.<\/p>\n<p>A few examples of that would be such as differentiating learning or personalizing learning, which again two terms that are often thrown around but very different.<\/p>\n<p>When we\u2019re differentiating learning, we\u2019re looking at students who are learning at different learning levels. An example of differentiating learning would be software that allows students to read the same article or read the same book based on their <a href=\"http:\/\/www.scholastic.com\/parents\/resources\/article\/book-selection-tips\/lexile-levels-made-easy\" target=\"_blank\" rel=\"noopener noreferrer\">Lexile level of reading<\/a>. If a student is at a lower Lexile level, they can read the same article that another student is reading, but just the text looks different and it\u2019s formatted differently for them, so that it meets their learning needs. <a href=\"https:\/\/newsela.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Newsela<\/a> is an example of a program that provides multiple Lexile levels of the same news article.<\/p>\n<p>Personalizing learning software, is software that allows the teacher to actually create different activities for different learners based on their interests and the way that they like to learn. While the students are learning, the teacher can weigh in during the process of learning by seeing what the students are doing and putting in comments or even drawing on the student\u2019s screen. Google docs is an example of a program that can be used for personalized and collaborative learning. \u00a0That would be a value-added element to the learning and notice that there is co-use woven throughout it as well.<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<div class=\"textbox exercises\">\n<h3>Reflections<\/h3>\n<ul>\n<li>Reflect on your own experiences using technology in the classroom, think about how the learning is enhanced or value is added to the learning process through the technology tools. Look for <strong>scaffolds<\/strong> and<strong> supports<\/strong> for the learning that\u2019s provided by the technology, and notice if there\u2019s any <strong>differentiation of instruction<\/strong> or <strong>personalization<\/strong> that\u2019s happening through the technology.<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<h3 class=\"hd hd-2 unit-title\">What is <span style=\"color: #3366ff\">Extended Learning<\/span> with Technology Tools?<\/h3>\n<p style=\"text-align: left\">Now that we\u2019ve looked at the characteristics of an enhanced learner and an engaged learner using technology tools, it\u2019s time to look at the characteristics of what an extended learner needs with technology tools. This is an exciting piece of learning with technology tools, because it\u2019s something that was much more difficult to do prior to having access to digital technology in schools.<br \/>\n<strong>How can technology make learning authentic?<\/strong><\/p>\n<p>It allows students to look at the world around them in a different way, in a very unique way. For example, being able to help solve real world problems through technologies, tools, and the different strategies and methods they\u2019re learning in school.<\/p>\n<p>The things we tend to look for are the ways that technology can help students connect and create this bridge to their everyday lives.<\/p>\n<p>Examples:<\/p>\n<ul>\n<li>Bring experts into the classroom virtually.<\/li>\n<li>Skype, Google Hangout, with pen pals from across the globe so students are able to learn new languages, and learn new cultural norms from other students.<\/li>\n<li>Livestream to connect with literacy experts, such as a favorite author.<\/li>\n<li>Social studies: students collaborating with others using Minecraft<\/li>\n<\/ul>\n<hr \/>\n<div class=\"textbox exercises\">\n<h3>Reflections<\/h3>\n<ul>\n<li>If you would like to watch videos of teachers in the field, talk about how they <strong>extend learning<\/strong> with technology, go to <a href=\"http:\/\/www.edx.org\">www.edx.org<\/a> , search for \u201cLeading Ambitious Teaching and Learning\u201d, and enroll in the MOOC.Reflect on your own teaching with technology, look for evidence that demonstrates extended learning.\n<ul>\n<li>Does the technology help the learners connect classroom learning to their everyday lives.<\/li>\n<li>Is the technology helping to connect the prior knowledge and interest of the students in the classroom learning, and then bridging that back to their everyday lives?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<h3>Triple E Resources<\/h3>\n<p>Liz Kolb as developed Triple E Evaluation Rubrics to use when:<\/p>\n<p><strong>Evaluating the connection between the technology in a lesson plan and the learning goals of the lesson.\u00a0<\/strong>\u00a0 <a href=\"http:\/\/www.tripleeframework.com\/triple-e-printable-rubric-for-lesson-evaluation.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.tripleeframework.com\/triple-e-printable-rubric-for-lesson-evaluation.html\u00a0<\/a><\/p>\n<p><strong>Evaluating Apps and Websites for\u00a0 Learning<\/strong>\u00a0<strong>Potential.<\/strong><a href=\"http:\/\/www.tripleeframework.com\/uploads\/2\/2\/8\/7\/2287991\/evaluateappstriplee.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0http:\/\/www.tripleeframework.com\/uploads\/2\/2\/8\/7\/2287991\/evaluateappstriplee.pdf<\/a><\/p>\n<p><strong>Instructional Strategies<\/strong> to help meet the Triple E Framework.\u00a0<a href=\"http:\/\/www.tripleeframework.com\/instructional-strategies.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.tripleeframework.com\/instructional-strategies.html<\/a><\/p>\n<div>\n<div id=\"421153527532526653\" class=\"wcustomhtml\" style=\"text-align: left;\">Triple E Framework\u00a0by\u00a0<a href=\"http:\/\/tripleeframework.weebly.com\/\" rel=\"cc:attributionURL\">http:\/\/tripleeframework.weebly.com<\/a>\u00a0is licensed under a\u00a0<a href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\" rel=\"license\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>.<\/div>\n<div style=\"text-align: left;\"><\/div>\n<\/div>\n<div style=\"text-align: left;\">You can learn more about the<strong> Triple E Framework<\/strong> at<a href=\"http:\/\/www.tripleeframework.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0http:\/\/www.tripleeframework.com\/<\/a><\/div>\n<div style=\"text-align: left;\">and on Twitter @TripleE<\/div>\n<hr \/>\n<h3><strong>Other Resources for Evaluating Technology<\/strong><\/h3>\n<p>Kerry Gallagher\u00a0(<a href=\"http:\/\/twitter.com\/@KerryHawk02\" target=\"_blank\" rel=\"noopener noreferrer\">@KerryHawk02<\/a>) and Ross Cooper\u00a0(<a href=\"mailto:https:\/\/twitter.com\/@RossCoops31\">@RossCoops31<\/a>)\u00a0posted a blog on EdSurge on April 21, 2016 , &#8221; <a href=\"https:\/\/www.edsurge.com\/news\/2016-04-20-should-i-download-that-app-a-ten-question-checklist-for-making-tools-worth-your-while\" target=\"_blank\" rel=\"noopener noreferrer\">Should I Download that App? A Ten-Question Checklist for Choosing Tools Worth Your- and Your Students&#8217;- Time<\/a>&#8221;\u00a0 \u00a0They suggest asking yourself these ten questions before tapping GET, INSTALL or BUY.\u00a0 Please read the full article that includes their rationale behind each question.<\/p>\n<ol>\n<li><strong>What content do we want students to learn?<\/strong><\/li>\n<li><strong>\u00a0What skills will our students practice or refine when they use this app?<\/strong><\/li>\n<li><strong>Will our students be consumers or creators when they use this app?<\/strong><\/li>\n<li><strong>What are my students\u2019 needs, and can this app meet them?<\/strong><\/li>\n<li><strong>\u00a0Is there a better app that achieves the same purpose?<\/strong><\/li>\n<li><strong>\u00a0Is there a comparable\/better app at a cheaper price?<\/strong><\/li>\n<li><strong>\u00a0Is there an app on your devices that already does the same thing?<\/strong><\/li>\n<li><strong>Does the app promote our school and district \u201cbest practices&#8221;?<\/strong><\/li>\n<li><strong>How will we inform everyone else?<\/strong><\/li>\n<li><strong>Have we talked to the app creators?<\/strong><\/li>\n<\/ol>\n<p>Gallegar\u00a0K, and Cooper, R. (2016, April 21). Should I Download\u00a0that App? A Ten-Question Checklist for Choosing Tools Worth Your- and Your Students&#8217;- Time. [Blog Post]. Retrieved from\u00a0https:\/\/www.edsurge.com\/news\/2016-04-20-should-i-download-that-app-a-ten-question-checklist-for-making-tools-worth-your-while.<\/p>\n<hr \/>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1AMzS1GfHM66QPqNJdePabJUQ-rGuSjBrkvpbDw023hE\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">Course Technology Evaluation Tool-<\/a> click on link to access the evaluation tool.<\/p>\n<div class=\"textbox exercises\">\n<h3>Exercises<\/h3>\n<ul>\n<li>As an assignment you will use the <strong>technology evaluation tool<\/strong> to evaluate an application\/program that supports learning in the content area of mathematics.<\/li>\n<\/ul>\n<p>You may have a new program at school or you can borrow one from another teacher. Explore the program thoroughly. Deliberately make\u00a0 mistakes\u00a0to see how the program will respond. Find out what kinds of software personalization options are available. Does the program teach the skill it claims to teach. How would you use this program in your classroom?\u00a0Describe your overall experience with the tool. Would you recommend it to others? Why or Why not?<\/p>\n<\/div>\n<p>Paula Lombardi, Granite State College, School of Education<\/p>\n<hr \/>\n<p><strong>References<\/strong><\/p>\n<p>MichiganX:LEADed501x Leading Ambitious Teaching and Learning. (2017). (an Open edX MOOC). Module 2: Ambitious Learning with Digital Tools (CC NY NC ND)<\/p>\n<p>In text citation: (MichiganX:LEADed501x, 2017, Module 2)<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":12,"menu_order":21,"template":"","meta":{"pb_show_title":null,"pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-173","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":20,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapters\/173","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/wp\/v2\/users\/12"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapters\/173\/revisions"}],"predecessor-version":[{"id":178,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapters\/173\/revisions\/178"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/parts\/20"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapters\/173\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/wp\/v2\/media?parent=173"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/pressbooks\/v2\/chapter-type?post=173"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/wp\/v2\/contributor?post=173"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingdiverselearners\/wp-json\/wp\/v2\/license?post=173"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}