USING TECHNOLOGY IN THE CLASSROOM 1

 
 
 
 
 
 
 
 
 
 
 
 
 

USING TECHNOLOGY IN THE CLASSROOM

MAT Student

Masters Portfolio ED698

John W. Orsborn Jr.

University of Alaska Southeast

July 17, 2015

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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9.  A  teacher  uses  technology  effectively,  creatively  and  wisely.  
 
Introduction  

  Technology in the classroom is an important facet in education today. Testing,

instruction, and play are almost all electronic today. Children are starting to work on computers

and tablets at the preschool level, and that is transitioning into learning in the classroom.

Computers and technology have changed the very nature of the current generation of citizens’

lives (Wang et al., 2014).

Today we use email, websites, blogs, texting, flipped classrooms, pod casts, and most of

all electronic assessments. Interactive White boards for instruction Apps for learning, electronic

admin uses for state reporting, and BYOD (Bring Your Own Device) all draw on bandwidth,

which is at a premium for school districts. All of this translates into electronic learning, and

increased technology use in the classroom and school. Aydin Kiper and Selcuk Sirri Tercan

(2012) state

Technology has influenced the educational process in line with its own development.

Educational technologies have influenced all learning-teaching theories, teaching

methods and issues such as media design and teacher training. In this respect, given the

fact that the educational technology is an important discipline that has emerged to

improve the quality and quantity of learning; for teachers, who are the directors of

learning-teaching activities, to actively use educational technologies is a significant

necessity (p. 386).

Students are now using electronic portfolios to maintain their work over the course of their

learning from kindergarten through high school. Students are required to use the Internet as well
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as books to do research, and the state standards will require more technology use in the years to

come.

The question we have to ask about technology use is, is it effective and useful in the

classroom. Every technology teacher will say we need computers for everyone, kids need to

learn to code, and we should use more games to facilitate learning. While this is all well and

good, we have to look at the reality of cost and the actual benefit to learning. Technology use is

only going to increase over time, and as teachers and administrators we need to look at the basic

needs of the school and the students and approach technology as a need for the future. The

questions we should be asking are what will the students need to compete in college and the job

market, and use that information to build the technology uses in the classroom. Learning could

be said to be permanent when individuals learn in environments similar to real-life situations or

when they learn by actual application and experience (Eristi, Kurt, & Dindar, 2012).

I believe that effective technology in the school and the classroom today, are at least the

basics, student blogs, email, electronic portfolios, electronic assessments, classroom websites,

and MOODLE for the classroom. These basic services transition to effective technology use in

the classroom and in life.

In order to make these basic services possible, districts, schools, and classrooms need to

have an acceptable use policy for the students and staff. We can best assure that students will not

be affected by pornography, hate sites, sexual or physical harassment, and other pernicious sites

and situations that exist on the Internet by providing an acceptable use policy for all people with

access to the Internet (Consortium for School Networking, 2011).

Acceptable Use Policies

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An acceptable use policy holds all users accountable to Internet safety and they provide

the framework for the functioning of the organization (Bosco, 2011). Ownership requires that

students and staff understand why the policy is in place, and they must be accepted. Student and

staff contracts spell out in detail the “how” and “why” this policy is in place. The contracts

provide the school and district the ability to police Internet, email, blogs, and forums to provide a

safe use of technology. The Children’s Internet Protection Act (CIPA) is the key federal law

affecting Internet and communication use in schools (Bosco, 2011). The law requires any school

district that receives E-Rate funding to filter or block visual depictions that are obscene, contain

child pornography, or material harmful to minors (Bosco, 2011). Schools are required to enforce

the operation of technology protection measures during any use of computers for any reason by

minors (Bosco, 2011).

These policies include how to interact with others on any social media site, and through

electronic communications such as email. These acceptable use policies prevent cyber-bullying,

and predatory interaction with those seeking to harm a child.

These policies are not in place to restrict users to the Internet, but to protect them from

harm. Because students now have access to technology in and out of the classroom through

personal use products, (cell phones, tablets, pads, and laptops) it is more important to reinforce

the safety of Internet use to all children. As adults it is our responsibility to teach our children

how to be safe on the internet, how to approach and handle cyber-bullying, and how to

communicate effectively and safely with others.

Student Blogs

Student blogs are a growing trend in education. They can easily be used for writing,

literacy, and collaboration. Gail Casey (2013) of the Deakin University in Australia states
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“Socialization, whether educational or otherwise, leads to more inclusion, support, and

understanding and this can help to alleviate the sense of isolation among students and can

increase their chance of success” (p. 161).

Writing Blogs

Classroom blogs offer several benefits for writing instruction, most notably the creation

of an authentic audience for writing (Jones, 2012). Having a student write a paper that only the

teacher is going to see is like telling them to just put something on paper, it doesn’t really matter.

But when the paper is going to be read by peers, or their parents for that matter, the writing takes

on a whole new meaning (Jones, 2012). Writing needs to grow over time, and if no one sees the

writing, then it has no real meaning. Because blogs have a real audience that will give real

feedback for the purpose of writing changes, students are no longer satisfied with a score on a

rubric; they will persist in writing until they believe they can be understood (Jones, 2012). In the

Common Core State Standards this is called writing for an appropriate audience.

Student blogs provide the writer the opportunity to see the impact of their work, and to

gain insight on improving the writing. Students who learn to write using classroom based

prompts may be able to pass a standardized test, but they may not be ready for the complex

writing they will need to do outside of school (Jones, 2012).

When using blogs for writing, students can post their first drafts to be read by their peers.

Ideas can be given and improvements made before the final draft is turned in or posted in an

electronic journal. Because blogs have a real audience, they change the purpose of writing from

finishing an assignment to communicating a message (Jones, 2012).

Literature Blogs
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When using blogs for literature, they are generally short posts about the last chapter read

(MacBride, & Luehmann, 2008). Students in each literature circle all are able to discuss what is

happening and each have a role in describing what they read. The ability to write the post and

have your group reflect on your interpretation of what was read can lead to deeper conversations

of the text. Parents are able to see the conversations that students have and also be aware of the

learning that is taking place. This interaction between students goes back to authentic writing,

and allows students to reflect and share ideas of the text in a safe environment.

Blogging can help students teach each other content. MacBride & Luehmann (2008)

“Reported on several instances of students learning content and strategies from each other

through blogging, as for example when they were asked to use the classroom blog to share their

personal strategies to discover the meaning of words they did not know” (p. 182).

Blogs for Collaboration

Blogs have been considered a personal journal where outside users can comment on an

individual’s postings. Blogging as a classroom application allows for enhanced comprehension

and communication among students as well as the ability to build deeper understanding across

the curriculum (Poling, 2005). Creating a collaborative learning community brings a whole new

life to blogging. Using this forum for teacher-student, teacher-teacher, and student-student

communication helps build an awareness and understanding of blogs and how they can benefit

the instructional program of a school (Poling, 2005).

Blogging for students is more than just not using pencil and paper. It is a forum for them

to put ideas and thoughts out in the open and have peers, teachers, and parents comment on the

post. Students are able to respond to each other and are motivated not only by the technology
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but the audience as well. Students begin to learn from each other as they make connections, ask

questions, and draw conclusions while blogging (Poling, 2005).

Collaborative blogging can be taken out of the classroom and into the school, or to other

schools. This gives students the opportunity to hear and share ideas with others outside of their

own learning environment, and it holds their writing to a new authentic level.

E-mail

E-mail in the classroom is not a new concept. We have had it around for more than

twenty years in education. It started as a way for teachers and administrators to communicate

without using a telephone or a paper pencil messaging system. Slowly it evolved into something

more. We now use it as a collaboration tool, file sharing tool, mass communication device,

parental communication tool, and for student learning.

Teachers and administrators collaborate daily using e-mail communication. School wide

messages and information can be passed throughout the day without disturbing a class with a

phone call. During school lockdowns, e-mail can be the only source of communication with

administration or the authorities when teachers and students are hiding in classrooms.

E-mail is one of the best teacher-to-parent forms of communication for collaboration on

student performance. It can be used at any time, and the reply on either side can be made when it

is possible without interruption to the day’s schedule. Teachers and schools can inform parents

of upcoming events, a child’s academic performance, or behavior problems. Most parents want

to be involved in their students learning, but aren’t always available to meet face to face

(Thompson, 2008). E-mail provides them the opportunity to communicate with the teacher

outside of the school walls.

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In the classroom students need to be able to use technology to write essays. Using e-mail

enables them to write an essay, and send it to a peer or to a teacher for proof reading. While

most people think a blog is sufficient for a writing project, it may not work if there are graphics,

pictures, or spreadsheets attached to the paper. When submitting essays through e-mail, the

reader is able to use Microsoft Word and “track Changes” to proofread and provide feedback on

the work (Burns, 2006). Students and teachers alike can use can use e-mail to share files, and

ideas like a blog, but with larger formats. Students can write their essay, get feedback, make

changes as many times as necessary, before a hard copy has to be printed. This saves paper,

time, and frustration on the students’ part. Students see their writing as meaningful when

someone reads it, makes changes, and gives suggestions.

As a homework tool, teachers can mass deliver an assignment and provide a due date to

be returned. Students can then work together and communicate with each other outside of school

hours. When using electronic delivery methods for work, students not only feel that e-mail is an

effective means of disseminating class information and assignments, but they also feel it is an

appropriate medium by which to do so (D’Souza & Veasey, 1992). Students that are absent from

class are able to see what was done in class, what is due, and collaborate with peers to finish the

work on time. E-mail can lead to greater communication among the members of a learning

group, or "class," as well as between teacher and student. It can be successfully integrated into

existing curricula almost immediately because computer use has become widespread in most

academic programs (D’Souza & Veasey, 1992).

Electronic Portfolios

Imagine a way to reduce the waste and space of storing paper in filing cabinets. We as

teachers know, no matter how hard we try to stay organized, things slip through the cracks.
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Handing a student file to the next teacher was easy, but did it have everything? What if that

child left the school to another district, would the file make it there? One of the most interesting

and exciting developments in educational technologies are electronic portfolios. An electronic

portfolio is a multimedia portfolio that is built for each student. The portfolio is capable of

storing visual and auditory content, including text, images, video, and sound (Meyer et al.,

2011). Not only do the portfolios organize the content but they also support a variety of

evidence-based pedagogical processes and assessment purposes (Meyer et al., 2011).

The electronic portfolio is a historical document. If started in kindergarten, it will grow

for twelve more years. Parents and teachers alike can view a student’s progress over time,

identify problem areas and address them as needed through the education process (Blair &

Godsall, 2006). Blair and Godsall (2006) go on to say “Electronic portfolios are an excellent

method for not only reflecting state standards across the curriculum, but also for helping teachers

develop an organized process for displaying academic work in a variety of media over time”(p.

150-151).

The ability to retain student work over time, compare it to previous material, and show

growth electronically, is a benefit for both the student and the school. Work is never lost; files

are maintained in the cloud and accessible to students, teachers, and most of all, parents, at any

given time. This holds students accountable to the work, and the learning in the classroom.

Electronic Assessment

Whether you use Interactive Whiteboards, Promethean Boards, or a Mimio Board, you

are using a device that has the capability of taking assessments then grading and giving you

immediate feedback as to the understanding of the class. Most electronic whiteboards have

clickers that can be used for formal and informal assessments. Some are more advanced than
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others but they all have the capability of answering true/false questions and multiple-choice

questions. Student answers can be displayed in a pie chart, bar chart, percent ratio, the choices

are many. This gives the students the ability to see where they are compared to the rest of the

class without listing names. This technology has been shown to provide a number of benefits in

classrooms, including increased student engagement, enhanced dialogue between teacher and

students as well as among students, increased opportunities for student reflection on their

learning, and greater awareness by both teacher and students of students’ learning (Shirley &

Irving, 2014).

Informal Assessments

Informal assessments include spontaneous prompts during class discussions as well as

planned prompts that served to monitor student learning rather than generate a grade for the

student (Shirley & Irving, 2014). Electronic assessments are great tools for math, social studies,

and science when you want to gage the understanding of the class in a discussion. When

working math problems, the problem is placed on the board, students use whiteboards at their

desk to work the problem and then answer electronically using an electronic student response

system. Students that could not answer the problem correctly could be shown the answer by a

peer and as a group work the problem to understanding.

The results of any assessment are stored in the program and can be retrieved at any time.

Using quick polls to gage understanding allows a teacher to switch gears, slow down, or speed

up instruction based on understanding (Shirley & Irving, 2014). Awareness of student learning

helps teachers decide whether they should continue with the lesson, rather than waiting to

discover from a formative assessment that students are having difficulty with a concept.

Formal Assessments
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Formal assessments are the data driven assessments that we as teachers use to prove

student understanding. Teachers can appreciated the rapidity with which electronic assessments

allowed them to complete grading tasks and provide feedback (Shirley & Irving, 2014). Because

the results are instant, it provides us the ability to reteach during center time in the same day the

assessments were given. Because there is no wait time and grading can be transferred

electronically from the system program to the electronic grade book. Since we use technology

for the informal assessments, we can, through the course of the lessons, teach mini lessons to

build the understanding of the subject. Based on data collected through the formative assessment

process, teachers make decisions regarding their next instructional moves, whether those data are

collected with electronic assessment or through more traditional means (Shirley & Irving, 2014).

This allows the student to have a better understanding of the lesson, and be better suited for the

formal lesson.

Moodle

Originally an acronym, Moodle standing for Modular Object-Oriented Dynamic Learning

Environment, is also known as a course management system (CMS), a learning management

system (LMS), or a virtual learning environment (VLE) serving as a basis in order for educators

to create online platforms and dynamic interactive environments that are commonly used all

around the world by various educational stakeholders to meet learning and teaching-related

needs (Coskun & Arslan, 2014).

Moodle is a simple to use online tool that allows the user to develop platforms for wikis,

quizzes, surveys, assignments, podcasts, lessons, databases, the list is endless. It is easy to

navigate and use, and student access is gained through a class website or link. It is underlined in

research results that Moodle, the course management system, provides the tools to sustain online
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communication and carry out learning goals (Coskun & Arslan, 2014). Moodle allows teachers

to create a learning space for students to use technology. As a writing tool, Moodle is the best

online source for students to practice writing for a standardized test because it provides a word

processor without all the tools that allow for corrections. Students have to think to use the

model.

As a video platform, Moodle can be used for flipped classrooms, podcasts, and learning

videos. Parents have access to the site just like students, and information can be made accessible

through podcasts to help them learn how to solve problems like the students. This allows parents

to stay abreast with the learning their children are doing in class.

One drawback on Moodle is, students cannot see others work, and therefore cannot

comment on the work (Beatty & Ulasewicz, 2006). However, this is not entirely a doc sharing

site, but a place for students to respond to the teacher. There are chat platforms available, but in

reality, do not apply to elementary class work.

For schools that are strapped for money, Moodle is a great teaching tool that costs

nothing. It is free to use, and easy to navigate for a teacher.

Classroom Websites

Classroom Websites are an easy and convenient way to communicate with students,

parents, and the community about lesson plans, upcoming events, and programs. Classroom or

school websites are the link to almost all of the effective technology that I have covered in this

paper.

Student blog sites can be linked to classroom websites for easy access to students. Blogs

are easily created and updateable websites that enable users to publish from any Internet

connection and to interact with readers (Richardson & Mancabelli, 2007). Moodle is generally
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part of a classroom website and updateable by the teacher at any time. The classroom website is

the student link to learning electronically. It is used to post podcasts, class videos, and student

information accessible by parents and administration.

Student portfolios can be managed and maintained through a classroom website that links

students to their own page (Richardson & Mancabelli, 2007). The only drawback is the

bandwidth available, and storage capacity on the servers if the school does not have a cloud

server.

Finally, when we are ubiquitously connected to information, learning no longer has to

stop at the end of the school day or semester (Richardson & Mancabelli, 2007). Students and

parents like the ability to see a class schedule, the week’s lessons, and upcoming events

(Washenberger, 2001). Students can work together in a collaborative effort solving problems, or

sharing ideas. School and classroom websites have the ability to connect students to the outside

learning community. Stephen Abram (2012) states “We can't prepare future adults, citizens, and

learners for a world that is connected at exponentially higher rates by banning the potential for

real-life experiences moderated by trained professionals. It's the equivalent of teaching traffic

safety to kids by banning any real experience with roads and traffic signals”(p. 18).

The classroom website is the link to learning in the future. It is the connection of

students, teachers, parents, and the community to the goals and pedagogies of the school.

Technology in My Classroom

In my classroom I have a class website, and Moodle. I am currently working on a student

blog and student portfolios, which is a current goal in the district technology plan. As a third

grade team we are using Moodle as a writing tool to prepare our students for the state

standardized tests. I am also using podcasts and flipped classroom technology to help our
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students understand that learning continues beyond the school, and beyond the state education

system. Because our students lack technology education, we are slowly integrating these

programs it into our curriculum.

I believe that we are the stakeholders of the children’s future education and learning with

technology. I believe that by using blogs and classroom websites we are teaching our children

that they need to be responsible for their learning, they need to collaborate with their peers, and

they need to share ideas with others outside of the classroom. I believe that this is an effective,

creative, and wise use of technology in my classroom.

All of my students must sign and agree to an acceptable use policy before they are

allowed to use any technology in the classroom. Our servers block all unwanted key words that

can lead a child to an unsafe webpage, and protects them from cyber-bullying. Our policy

teaches them safe use on the Internet, proper use of email and blogging, and how to report cyber-

bullying. Any student not following the policy will lose access to all technology in the school.

No personal devices are allowed, and the Internet is password protected with only the technology

leader and the technology department having access to the passwords. This creates a safe and

enjoyable use of technology in the classroom and the school.

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References:

Abram, S. (2012). The New Learning Imperative: Social Sharing and Collaboration.

Internet@Schools, 19 (4), 17-19.

Beatty, B. & Ulasewicz, C. (2006). Faculty Perspectives on Moving From Blackboard to the

Moodle Learning Management System. Tech Trends, 50 (4), 36-45.

Blair, R. & Godsall, L. (2006). One School’s Experience in Implementing E-Portfolios: Lessons

Learned. Quarterly Review of Distance Education, 7, (2), 145-153.

Bosco, James (Principal Investigator) (2011). Acceptable Use Policies in a Web 2.0 & Mobile

Era: A Guide for School Districts. Participatory Learning in Schools: Leadership &

Policy Consortium for School Networking. Retrieved from

http://files.eric.ed.gov/fulltext/ED517922.pdf

Burns, M. (2006). Improving Student writing Through e-Mail Mentoring. Learning and

Leading with Technology, 33 (5), 38-47.

Casey, G. (2013). Using Social Software in the Middle Years Classroom: An Action Research

Study. Journal of Information Technology Education, 12, 159-189.

Coskun, A. & Arslan, A. (2014). Moodling English Language Education. Education, 134, (3)

275-281.

D’Souza, P.V. (1992). E-mails Role in the Learning Process: A Case Study. Journal of

Research on Computing in Education, 25, (2), 256-266.

Eristi, S.D., Kurt, A.A. & Dinbar, M. (2012). Teachers’ Views About Effective Use of

Technology in Classrooms. Turkish Online Journal of Qualitative Inquiry, 3, (2), 30-41.

Jones, S.R. (2012). Digital Access: “Using Blogs to Support Adolescent Writers with Learning

Disabilities”. TEACHING Exceptional Children, 45, (2), 16-23.

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Kiper, A. & Tercan, S.S. (2012). The Usage of Information Technologies in Classroom

Environment among Primary School Teachers and Their Perception on In-Service

Training Programs on IT. Turkish Online Journal of Education Technology, 11, 3), 386-

392.

MacBride, R. & Luehmann, A.L. (2008). Capitolizing on Emerging Technologies: A Case

Study of Classroom Blogging. School Science and Mathematics, 108, (5), 173-183.

Meyer, E.J., Abrami, P.C., Wade, A. & Scherzer, R. (2011). Electronic Portfolios in the

Classroom: Factors Impacting teachers’ Integration of New Technologies and New

Pedagogies. Technology, Pedagogy, and Education, 20, (2), 191-207.

Poling, C. (2005). Blog On: Building Communication and Collaboration Among Staff and

Students. Learning & Leading with Technology, 32, (6), 12-15.

Richardson, W. & Mancabelli, R. (2007). High-Tech Inspires the Read/Write Website.

Education Digest, 72, (9), 14-18.

Shirley, M.L. & Irving, K.E. (2015). Connected Classroom Technology Facilitates Multiple

Componets of Formative Assessment Practice. Journal of Science Education and

Technology, 24, (1), 56-68.

Thompson, B. (2008). Characteristics of Parent-Teacher E-Mail Communication.

Communication Education, 57, (2), 201-233.

Wang, S.K., Hsu, H.Y., Campbell, T., Coster, D.C. & Longhurst, M. (2014). An Investigation of

Middle School Science Teachers and Students Use of Technology inside and outside of

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Their Teachers. Education Technology Research and Development, 62, (6), 637-662.
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Washenberger, M. (2001). Classroom Websites and Student Success. T.H.E. Journal, 29 (2),

18-20.