Article 4: Flipping the Classroom and Active Learning

Jensen, J., Kummer, T., & Godoy, P. (2014). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education, 14, 1-12. Retrieved March 13, 2015, from http://www.lifescied.org/content/14/1/ar5.full.pdf html

Summary

In the article, Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning, authors Jamie L. Jensen, Tyler A. Kummer, and Patricia D d. M. Godoy study the effects of a flipped classroom on learning and retention.  The study set out to determine if the flipped classroom model truly shows enough significance in learning among students to be worth the time and expense to create the model.  According to the authors, “the goal of this study was to take the first step into providing such a quantitative and controlled data about the effectiveness of the flipped model. (Jensen, Kummer, Godoy, 2014)” 

The study was done at a private university in the western United States.  Students attending the university were selected carefully with the average freshman ACT score being 28.  Students chosen to participate in this study were taking a freshman level biology class that met three days a week for 50 minutes a session.  Only students who finished the class were counted in the final analysis. 

The study was done between two very controlled groups.  One class used the flipped model and the other used a traditional active learning approach.  A great deal of testing was done to make sure that the two groups were as similar as possible.  The same instructor taught both sessions, the classes were taught back to back at the same time of the day, both were also taught with the same materials in the same classroom.  Pretests measured the readiness of the students for the course and were determined extremely similar. Both classes were taught using the 5-E learning cycle, which includes the five instructional phases: engage, explore, explain, elaborate, and evaluate.  

In order to determine if the format of the course affected the students, the authors measured the effect of the learning through various ways.  Those ways included: unit exams, homework assignments, and final exam scores.  Student attitudes were also considered in the study.  The same questions on exams and homework assignments were given to both classes equally. 

At the end of the study when all of the scores were tallied, there was no significant difference in test scores between both courses.  According to the article, “This study shows that the flipped classroom does not result in higher learning gains or better attitudes over the nonflipped classroom when both utilize an active learning approach (Jensen, Kummer, Godoy, 2014).” The study proposes that the learning gains seen in the courses were a direct result of the active learning approach and not the flipped classroom format.  The study does suggest, however, that if the traditional lecture method is being used, then the flipped classroom format could be beneficial.  This is because it forces the course to utilize the active learning approach method.  

The results of the student attitudes were varied slightly.  Students in the flipped classroom actually showed a more negative opinion of the use of technology.  However, students from the flipped classroom had a better impression of the assignments and activities being assigned.  There was no significant difference in completion rate.  Although the activities in the classes were the same, both classes gave feedback saying they preferred the activities that were done with the professor available.  Regardless of the order of learning, students preferred to learn where the professor was present.
   
Reflection

I have recently been debating whether to take a flipped approach to my own classroom.  As an art teacher, I already utilize an active learning approach with my students.  According to the research, a flipped approach would not make significant gains in student learning. This is a very important factor to consider as an educator. However, I believe I will continue to pursue using the flipped model in some ways.  It may not provide gains in student growth, but it may provide me some conveniences that allow me to teach at a higher level than before.  I would like to create lesson videos to put on my website for students who are absent or parents.  My students are young and do not have access to one-to-one technology.  A full flipped approach would not work.  However, building my database of online lessons could be very beneficial to those students who need to hear the same lesson more than once to retain comprehension.  It could also be beneficial for my higher-level students who do not need my slow, meticulous teaching for them to succeed.  It allows students to work at a pace they are comfortable with.  It allows me freedom to actually work with students in small groups in order to elevate my struggling learners and push my high students.  I could create different variations of the project or lesson in a flipped format and include them in my lesson plans.  This information is very beneficial.  It now can drive the purpose for flipping my classroom.  It may not bring huge gains academically, but it should change their experience to a more positive learning atmosphere.

Article #3- Web-Based Portfolios and Peer Assessment in Art Education

Lin, K., Yang, S., Hung, J., & Wang, D. (2006). Web-Based Appreciation and Peer-Assessment for Visual-Art Education. International Journal of Distance Education Technologies, 4(4), 5-14. Retrieved February 18, 2015, from ProQuest.

Summary

The article Web-Based Appreication and Peer-Assessment for Visual-Art Education written by authors Kuan-Cheng Lin, Shu-Huey Yang, Jason C. Hung, and Ding-Ming Wang covers the use of the web-based portfolio and peer assessment in elementary art education.  It covered both how the web-based portfolio can help with visual art education and how it can aid in assessment of students. The study was located in Taiwan at the Ta-Jiao Primary School in Taipei.  It was in a fifth grade class.  The study was set up for a number of reasons.  One reason is because paper pencil tests are inaccurate when assessing visual art education. Also, according to the article, “Curriculum requires students to apply computer skills to learning (Lin, Yang, Hung, Wang, 2006, pp.5-14).” The need for authentic assessment and the need to integrate technology presented a good place to try web-based peer assessment portfolios. The study focused on how web-based portfolios could facilitate peer assessment among students and how it could be used as a valid assessment system.  

The software that was used for the students was constructed on a Tomcat 4.1.18 Web server in the Windows 2000 operating system (Lin, Yang, Hung, Wang, 2006, pp.5-14). Both teachers and students used the system and it had an authentication process for security as well.  Students could browse other student portfolios. Students had the ability to search, observe and comment on other student artwork via the portfolio.  Scanners and digital cameras digitized student artwork. The study was three months long.  The study used a questionnaire method to collect information. 

The analysis found that students felt that commenting on other people’s work was beneficial.  According to the article, “most of the students think that commenting on other people’s work can improve the student’s learning, improve the ability of appreciation by the students and agree it can be time consuming (Lin, Yang, Hung, Wang, 2006, pp.5-14).” The study also found that most of the students like that classmates give comments on their work.  Students reported that they pay attention in class due to their peer feedback.  Overall, “students think that peer assessments influence their learning attitude positively (Lin, Yang, Hung, Wang, 2006, pp.5-14).”  This study also made a case that suggests students could increase their ability to describe their peer’s artwork through the web-based peer assessment mechanism. 

The study came out with four main conclusions. First, the portfolio system can help student learning in art education. Second, the peer assessment system can aid in student learning at the elementary level. Third, the portfolio system can help the teaching strategy of the art educator. And lastly, the support of the parents and the willingness of the teacher are important factors that influence the effectiveness of the system (Lin, Yang, Hung, Wang, 2006, pp.5-14).  

Reflection/Application

This study has great research showing how digital portfolios can aid in the assessment of the visual arts.  The common core has made it clear that school systems are supposed to encourage higher-level thinking.  Peer assessment encourages higher-level thinking.  The portfolio system also allows teachers to evaluate student progress as well as mastery.  It allows students to be involved in their progress.  Combining the portfolio system and technology creates a convenient avenue for students to see their artwork and compare and contrast with other students in their class.  According to the research, the portfolio assessment gives students more appreciation for their artwork and art education.  When students are engaged and held accountable, they will perform better.  The goal of education should not just be to push the students to perform better, but also to motivate them to perform better for their own personal gain. 

Differentiating with Technology Article Citation

Stanford, P., Crowe, M.W., Flice, H. (2010). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4) Article 2. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol6/iss4

Article 2: Using Technology to Differentiate Instruction

Summary

The article Differentiating with Technology (Stanford, Crowe, Flice, 2010) was written by three professors from the University of Southern Mississippi.  It is broken up into five main sections.  The first section clarifies the definition of Differentiated Instruction.  It is as follows for the article, “simply responsive teaching whereby the teacher understands the needs his students and tailors instruction to their specific needs (2010).”  The article acknowledges that effective teachers use differentiated instruction in their classrooms.  The article makes the case that technology can motivate students and allow for connections to be made between different content areas.  Technology can also give students multiple mediums to gain knowledge as well.  According to the article, teachers need to create environments and support differentiation as well as modeling expectations.  Another big component of using technology in the classroom is planning.  Teachers must be prepared to use technology to its fullest potential.

The second, third and fourth sections of the article explain how technology can be used in content, process and product. In order to use technology correctly, the article explains it must be used in correspondence with curriculum.  The authors state, “technology for technology’s sake is not effective teaching” (2010).  The article suggests web quests or Internet scavenger hunts are a way to engage students and connect technology to curriculum. 

The authors then move to the concept of using technology to aid in the process of teaching.  Many examples are given of tools that could aid teachers.  Some examples include: Powerpoint, Blogs, Podcasts, graphic organizer creators and Wikis.  These tools are described in detail.

Finally, the authors then cover the concept of using technology to differentiate the “products that students use to show mastery of content knowledge or skills” (2010).   One way to use technology is the creation of rubrics from rubistar.4teachers.org.  The authors also suggest websites like Quia to create and customize educational software that cater to the desired curriculum.  In addition, digital portfolios are a great way to differentiate instruction on varying levels.  

The conclusion of the article state that technology is already widely available in schools.  It is more a matter of harnessing the potential that teachers have.  Technology is a great way to use real world skills while engaging students in curriculum.

Reflection/ Application

Some of the tools covered were nice examples of how technology can be used in the classroom.  The article outlined tools that are great for student motivation and curriculum enhancement.  Tools as simple as powerpoint and excel that teach valuable content skills but also create a nice product to use for evaluation.  These tools could give students the ability to choose their own evaluation tools and allow them to engage in self-discovery.   I like the idea of WebQuests and Internet Scavenger Hunts.  These activities can teach content as well as valuable technology skills. 

However, there is one part of the article I do not agree with.  The article states that technology is already widespread in schools.  Although this may be true for some districts, this is definitely not true with all districts. I think that some of the tools would be difficult to use in districts that do not have the resources to have a one to one ratio with technology devices.  Using technology not only takes planning, but it needs consistency.  Many districts have some forms of technology.  However, the problem lies with teachers having technology, and technology professional development, on a consistent basis.

Article #1: iPads in the Classroom

Reid, D & Ostashewski, N. (2011). iPads in the Classroom – New Technologies, Old Issues: Are they worth the effort?. In T. Bastiaens & M. Ebner (eds.), Proceedings of World Conference on Education Multimedia, Hypermedia and Telecommunications 2011 (pp.1689-1694). Chesapeake, VA: AAC

Summary

In iPads in the Classroom- New Technologies, Old Issues: Are they worth the effort? -Reid and Ostashewski do research on two sixth grade classrooms that volunteered to use iPads in their classroom for a digital storytelling project. The purpose of the study was to investigate the “implications” of technology on the classroom experience that uses a ”constructionist pedagogy” approach. The study was done because the school jurisdiction wanted to “implement technology into sixth grade classrooms and provide useful support to teachers and students” (Reid, D. & Ostashewski, N. 2011, p. 1689). The students who participated in the study were in the upper elementary grades and were identified as being at risk for disengaging in their school and learning process. The schools “had geographically similar location and had access to all the same administrative processes and funding possibilities (Reid, D. & Ostashewski, N. 2011,p. 1690).” The school’s communities varied greatly. One school was in an urban area, with several thousand people.  The other was located in a very rural area with less than a thousand people.  

The project was opened to teachers and schools that wanted to volunteer for the initiative. Teachers who were interested in participating had to submit applications and describe how they would use the iPads in their classroom. Once the finalists were confirmed, it was decided that “digital storytelling and a constructionist ideology” (p.1690) would be the main focus of the implementation.  A research team was formed to provide support for the implementation of the technology.  The research team studied and downloaded appropriate apps on the iPads before they were given to the participants.  Face-to face training was also given to the students as well as the teachers by the research team.

The urban classroom set specific time for the iPads each week. The urban class took time to manage the technology and set up support activities.  The teacher setup “mircroblogging” and allowed students to “back channel” discussions.  The teacher found this greatly reduced the amount of questions the students had because there was more information readily available. The urban class also allowed students to explore “tangents” that they found interesting.

The rural class had a different experience, and struggled with implementation. The classroom teacher struggled with the technology.  Due to her lack of confidence, the process began very slowly.  The teacher later did her own research and found more confidence in her technology implementation skills.  The teacher also realized that she did not have to know everything about the technology because her students already had a very large knowledge base. 

Findings

                  This study found that the implementation of the iPads was successful overall and productive. Students took the technology to the next level by creating cross-curricular connections.  Both teachers and students found that the technology “positively affected their learning” (Reid, D. & Ostashewski, N. 2011, p.1693).  The study also found that the implementation of technology into classrooms without face-to-face professional development is needed.  In the end, the authors of this article concluded that the implementation of iPads in the classroom was positive enough to be worth the effort and time.

Reflection

                  Many schools and classrooms are going one to one with tablet like devices.  With the technology available, it is important that schools take the time to research the implications of having such expensive and powerful software.  This research clearly stated that professional development is key when implementing the technology into the classroom.  Teacher confidence is a big part of technology’s success.  The research also showed that teacher’s attitudes affected their technology use.  At the end of the study, it was not the demographic differences that created differences in learning, but the teacher’s self-confidence.  The urban teacher had the confidence to allow her students to explore the possibilities of the iPad, thus allowing them to answer their own questions.  Districts who decide to implement one-to-one technology should put a great importance on professional development for teachers. Technology is evolving.  Districts, administrators and teachers need to continue their education to keep up with current and research proven practices involving all sorts of technology.