Teach Now (Teacher Certification): Teacher Interviews: Strategies for Technology-Enhanced Intstruction

Module 3 Unit 2 Activity 1

Guiding Questions for Use of Technology in the Classroom

Checklist

	1. Are you familiar with your school’s policies of usage of technology in your classroom?
	2. Are the lesson objectives enhanced by the usage of technology?
	3. Will all students have access to the device used for your lesson?
	4. Did you put the lesson into practice prior to this class?
	5. Do you have a backup plan?
	6. Do the students easily understand how to use the technological device?
	7. Do the students understand why they are using the technological device?
	8. Is the usage of technology interesting and interactive for the students?
	9. Can the technology be adapted to different lessons in your class?
	10. Can technology be adapted to different levels of students’ abilities?

Questionnaire

1. What digital tools can you use in your classroom?

2. How do you integrate technology into your classroom?

3. How do you decide if using technology enhances the lesson?

4. Why do you find it useful to use technology in your classroom?

5. How often do you use technology in your classes?

6. Who controls the digital tools, the teacher, the student, or both?

7.  Did you ever have a bad experience using technology?

8. How could it have been prevented?

9. Do you find technology helps or hinders learning for your students?

10. What future digital tools would you like to see/ use?

Questionnaire Responses

Teachers Interviewed:

·         Melodi Crowson: ELL invited professor at Bucheon University, South Korea

·         Broderick Read: ELL invited professor at Bucheon University, South Korea

·         Laura Brackett: ELL instructor at Kidstown, Bucheon University, South Korea

·         Robert Bienker: Ell invited professor at Bucheon University, South Korea

1. What digital tools can you use in your classroom?

·         Melodi: I have access to a PC, projector, and speakers in most of my classes. Oh, and internet.

·         Broderick: A computer and projector. Most of my students have smartphones. We have internet and a sound system but sometimes they don’t work.

·         Laura: We can use the computer, screen and projector. We also have internet access and many children’s CDs.

·         Robert: All my classes are equipped with a computer, screen, projector and speakers. We also have free internet attached to the computer.

2. How do you integrate technology into your classroom?

·         Melodi: I use PowerPoint mostly to explain some of my lessons to my students. I also incorporate some games and videos.

·         Broderick: I often use PowerPoint and Prezi to conduct my classes. I use YouTube often for some lessons such as The Kimchi Chronicles.

·         Laura: I often use CDs and speakers to teach music to my class. I sometimes use the projector so they can look at the words when they are singing.

·         Robert: I use it to explain lessons and also to demonstrate examples and ideas in my classroom. Sometimes I use it for entertainment so my students can be more engaged.

3. How do you decide if using technology enhances the lesson?

·         Melodi: If it doesn’t waste too much time to get a point across, and my students enjoy it and are learning from using the technology, then I know it is beneficial.

·         Broderick: If it’s my elementary school students and if they are more engaged in the learning process.

·         Laura: I teach music, so having music to sing along definitely enhances my lesson.

·         Robert: For me it is an extra tool as I am not very good with technology. I use it if I think it will be easier for me to explain something to my students whose English levels are very low.

4. Why do you find it useful to use technology in your classroom?

·         Melodi: I find it easier to explain things visually especially because a lot of my students’ English level is so low.

·         Broderick: Because it makes my lessons more dynamic and fun for my students.

·         Laura: The kids I teach are very young, and technology really helps keep their attention span and focus for longer. It also makes it more interesting and fun for them.

·         Robert: I find it useful because sometimes it saves time, for example I don’t have to waste time writing on the board if I already have it on a slide.

5. How often do you use technology in your classes?

·         Melodi: Um, I would say at least 3 times out of the 4 times I teach.

·         Broderick: In the last few years, pretty much every class.

·         Laura:  Every day and in all my classes.

·         Robert: Not always, but very often.

6. Who controls the digital tools, the teacher, the student, or both?

·         Melodi: I usually do when I’m teaching them via a presentation tool but they get to control their own smart phones if I decide to use them in class.

·         Broderick: Generally I control the technology, but I do have lessons where the students get to use either the handheld devices, or come up to use the computer.

·         Laura: Only me, oh and my assistant. The kids are too young to be using the computer and they might break something so I’m the only one allowed to control the technology.

·         Robert: It’s usually me, but I have exercises where I get the student to use their phones for research.

7.  Did you ever have a bad experience using technology?

·         Melodi: Once I forgot to save my PowerPoint onto my USB and I had to waste 10 minutes walking back to my office to go and get it.

·         Broderick: Yes, I’ve had some bad experiences when the technology failed and didn’t have a back-up plan for my class, and sometimes the internet didn’t work.

·         Laura: Yes, the speakers didn’t work and I was already panicking about my class as I don’t play an instrument.

·         Robert: Yes, many times as I am not very good with computers and technology to start with.

8. How could it have been prevented?

·         Melodi: Well, now I have started saving things on my USB and also emailing it to myself, just in case I forget, or in case my USB breaks.

·         Broderick: Obviously, I should have prepared a non, or low tech alternative for my class.

·         Laura: I should have checked everything before my class started. Now I usually get my assistant to check everything is working before I go in there.

·         Robert: I need to get more familiar with using technology, but it is still very new to me. I have only recently taken a class in my masters course that has introduced me to many tools that I have never even heard of.

9. Do you find technology helps or hinders learning for your students?

·         Melodi: Definitely helps, although there are time when it hindered learning when they started getting to distracted and off task, instant messaging, when I allow them to use their phones for an activity.

·         Broderick: Oh I find it benefits and helps them because students today don’t just want technology, but they expect it in the classroom. It helps get and keep their attention.

·         Laura: Helps! I could NOT do my music class without the help of the magic pc, projector and speakers!

·         Robert: It helps when the technology is working and everything is going smoothly and as planned(chuckles).

10. What future digital tools would you like to see/ use?

·         Melodi: Can I say virtual reality technology? Am I too far off?...hahahaha.

·         Broderick: I’d like to see the Google Glasses and see how I could use that in my class.

·         Laura: I would love to see holograms that the kids could interact with them and have a more interactive class.

·         Robert: A easier and user friendly tool in all technology and apps, so people like me can have an easier time using it in the classroom.

Sample Lesson Plan

Teaching Weather and Temperature

·         Level: Beginner – Low intermediate

·         Age: Elementary – University

·         Description: Students will learn about weather, temperature, and extreme weather conditions vocabulary and how to make simple sentences/questions describing the weather. They will be tested on their knowledge at the end of the lesson with a fun game with a Gangnam Style theme.

·         Objective: To learn the vocabulary and make simple sentences/questions about weather or temperature.

Lesson:

1.         Teacher will explain all the weather and temperature vocabulary such as, “It is sunny, it is windy, it is 25 degrees Celsius, etc.” (15 mins)

2.         After the teacher explains all the terms s/he will move on to extreme weather vocabulary and do a small weather worksheet found below. (10 mins)

3.         When they are done and the students will be put into 4 different groups and we will start the Gangnam style game on PowerPoint. See PPT attachment (3 mins)

4.         The teacher explains the game and plays game with the students. (20 mins)

5.         The teacher reviews the lesson. (5 mins)

Rubric:

Student Name:     ________________________________________

CATEGORY	4	3	2	1
Preparedness	Brings needed materials to class and is always ready to work.	Almost always brings needed materials to class and is ready to work.	Almost always brings needed materials but sometimes needs to settle down and get to work.	Often forgets needed materials or is rarely ready to get to work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.

Analysis of Lesson Plan:

I have tried this lesson plan before and it has been one of the most successful, and fun activities in my classroom. Gangnam Style is recognized by all my students as it is a relatively modern song and the animation makes it fun and engaging. My students really learn all the material without having to study it because they are more entertained and focused on winning the game, but in reality they are trying really hard to learn the different vocabulary and sentence structure.

The only extra thing I would add is a Prezi or PowerPoint to go with the lesson instead of writing everything on the board. Everything else about this lesson plan is very effective and enhancing my students’ learning in a very entertaining way.

Teach Now (Teacher Certification): Applications of Brain-Based Learning in the Digital Age

Module 3 Unit 1 Activity 3

Application of Brain Based Learning to Teach Digital Learners

What is brain based learning? It is how we engage strategies based on how our brain works (Jensen, 2014).

There are twelve principles that contribute to brain based learning.

The first one states that our brain is a parallel processor and that it can process more than one activity at a time (Wilson, 2013). It states that many factors attribute to our ability to learn.

Principle two states that learning involves the whole body, and that physical moment and overall health is very important in order for us to acquire new information.

The third principle states that the pursuit for meaning is instinctive and that it is within all of us.

Principle four says that the search for meaning arises through patterns and finding those patterns.

The fifth principle declares that emotions are important to learning patterns.  Emotions stimulate us to acquire more knowledge.

The sixth one says that every brain concurrently observes and produces parts as one and not as a separate right or left brain.

Principle seven says that obtain new information includes being focused and exterior awareness. We learn from information we are both placing our attention in, and also the extra information that our senses are taking in simultaneously.

The eighth principle announces that learning comprises both conscious and unconscious interactions. We acquire a lot of information and stimulus, and our brain is soaking and deciphering it all.

The ninth one says that we have two types of memories which is spatial learning and one that helps us learn via repetition or memorization.

The tenth principle says that the mind comprehends and recalls better when details and skills are placed in natural spatial memory.

The penultimate one states that learning improves when there is a challenge, but that it recedes with feelings of threat.

The last one states that each individual brain is different to all the rest and that all learning styles are different (Sonoma County, 2013).

What is EdTech? It is the practice of making learning and instruction easier by using technological means.

As educators moving towards the future, we are now in the information age where technology is very prevalent in our daily lives and we can see that it is having a huge impact in education.

Combining brain-based learning and technology to teach our digital learners is a powerful way to help our students not only retain more knowledge, but also to be able to process, analyze, and evaluate things on their own.

One of the principles we can apply is principle number three combined with number ten. We all have an innate search for meaning (Sonoma, 2013) and we see this in our young learners every day. From the day they are born, they are curious finding new ways to explore objects, people, facial expressions, etc. Even nowadays when parents give their children an object such as a cellphone with a new app, they intuitively know how to use it and if they don’t, they learn for a way to do so. There are innumerous was where educators can apply this principle into their classrooms combined with technology. One such example is using smartphones or computers to so many extents. Young learners can have these tools to look for information on a project, educational games or apps, and even for using basic tools that have transferred to a technological interface, such as a dictionary on smartphones.

A practical implementation that can be used straightway is a picture scavenger hunt. Taking into account that 100 percent of my students have a smartphone, when I teach a unit on directions, I usually have a Prezi presentation to explain prepositions of locations such next to, behind, in front of, across, etc. After I finish with my explanation, I have a list of landmarks that are around the school grounds. I put my students with a partner and they have to find these landmarks and take a picture of themselves with it according to the preposition of location provided on the list. For example the list will state to take a picture between the lion statues. After they finish the list of 15-20 landmarks, they come back to the class and show me the picture on their smartphone, with a sentence describing the picture. An example of that would be, “I am between the lion statues.”

Another principle that I use in combination of technology is principle number five in combination with number eight. Emotions are important in acquiring more knowledge and conscious or unconscious stimuli are very important in learning. One activity I have is a thematic lesson that helps students learn about their end goals and means goals. The lesson is prepared using the computer, projector and speakers, in a Prezi presentation. I go through the definition of means goals first, and they get to write a list of their means goals, and afterwards we define end goals, where they also write down a list for this section too. I go through each part of it step by step with my students but I discovered that including inspirational music during my presentation really made my students encouraged to write their true feelings, and motivations. It is a very powerful exercise but I would not have been able to complete this without my digital tools.

The last principles that I want to touch upon is the first and the eleventh principle, which state that our brains can process more than one activity at the same time and that learning improves when there is a challenge, but that it is inhibited by threat (Sonoma, 2013). When performing any lesson with students, using any kind of program, application, or tech tool, the first thing I make sure of is that they are clear on the instructions and tasks and also that they fully understand what they are going to learn. Afterwards, I explain how to use the tech tool for this lesson. If something was unclear, the student will not learn the content, but instead be inhibited by not being able to use the tool. 

References:

Boss, S. (2011, January 1). Six Tips for Brain-Based Learning. . Retrieved June 20, 2014, from http://www.fcps.edu/cco/prc/resources/documents/edutopia6tipsbrainbasedlearningguide.pdf

Jensen, E. (2014, January 1). Brain-Based Learning Strategies. FEAweb. Retrieved June 18, 2014, from http://feaweb.org/brain-based-learning-strategies

Sonoma County Department of Education. The Talking Page Literacy Organization - The Twelve Principles for Brain-Based Learning. (2013, January 1). The Talking Page Literacy Organization - The Twelve Principles for Brain-Based Learning. Retrieved June 18, 2014, from http://www.talkingpage.org/artic011.html

Wilson, L. O. (2013, January 1). Brainbased Education - An Overview - The Second Principle. The Second Principle. Retrieved June 18, 2014, from http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/

Teach Now (Teacher Certification): Persona of Students in the Digital Age

Module 3 Unit 1 Activity 1

The Plan

·         Grade Level: ELL University Students

·         Age: 18-23 years old

·         Location: Bucheon University

·         How will you observe: My classroom observation (teacher observing students)

·         How long will you observe: 4 hours (+ student interview time)

·         How will you capture the information: Notes, Pictures (if allowed)

·         Schedule:

                 1. Talk to head teacher for permission from the school to do interview at 9 am.

                 2. Interview some students before the class starts 12 pm Wed. and 10 am. Fri.

 3. Class time 1pm-3pm Wednesday 18th June ‘14, 11am-1am Friday 20th June‘14

 4. Give students questionnaires 1pm Wednesday, 11am Friday before class.

 *In case of problems getting permission: View a class in another elementary

  Academy called The English Learning Center

Tasks:

           1. Prepare questionnaires

           2. Print them out

           3. Collect questionnaires

           4. Ask students for permission to take pictures while they are doing work

           5. Interview students after class

           6. Collect data

·         Questions for teacher:

           1. What motivates them to learn?

           2. What are their concerns?

           3. What are their interests/ talents?

           4. Would they like to see more technology integrated in the classroom?

           5. What is their socio-economic background? Is this affecting their education?

           6. Does the issue with age affect their learning environment?

           7. Are there gender issues in the classroom that affects their education?

           8. Are there students with special needs?

Questions for student:

          1. What motivates you to learn?

          2. What kind of technology to you want integrated in the classroom?

          3. What are your interests?

          4. Do you mind being grouped with other people in your class?

          5. What kind of change would you like to see in your classes?

          6. What are your concerns inside and outside school?

Persona of a Korean University Student in the Digital Age

Bucheon University is a private university located in Bucheon, South Korea. This university has been established for 56 years and it has recently gone from a two-year college to a four-year accredited university with more than adequate funding to maintain and expand their institution.

Many students who attend Bucheon University are mostly either acquiring some credits while waiting to take another round of the CSAT (a Korean university entrance exam), or are transitioning into other universities, though there are some that after a couple of years, decide to finish their undergraduate studies at this university to obtain a degree as this establishment is not very demanding. The students who attend Bucheon are not very good at taking exams and others are not too concerned with academia, which is why they are attending this university in the first place.  For our classes, there is only a passing grade (above 60 percent) or failing grade (below 60 percent) and many of our ELL students just care about doing the bare minimum to pass. There are those who try their best anyway, but these are the students who probably want to keep practicing their English so they can move on to better universities.

For this activity I have only had time to observed one of my own freshman English Conversation class as they are all in the middle of their final exams. This year the majors are mixed up and I had a class of 29 students, with 8 male students and 21 female students and most of them started my class right after graduating from high school.

Capabilities and Limitations based on Age

My students age ranged from 19- 24 Korean age which can range anywhere from 17-23 years old internationally, but the average freshman student is 18. There are two male students who are 23 years of age because they have just finished their military service, which is mandatory for all men in Korea. Most of the male students choose to do their service, one or two years after starting university.

Age is a very interesting factor in this country as it also affects the students’ education when placed into groups. Often times the first question one gets asked here is age, and from there, a hierarchy is set right away. The older students will limit themselves wanting to work alone. The rest of the class will be hesitant to work with these two students because they are outsiders.

When asked if how they feel comfortable being grouped in the class, most of them responded that they feel more comfortable when the professor chooses. Within the same aged students’ groups, they will often place themselves in different levels in order of age (even by a few months), and the “older” student will delegate how the group project/activity will be managed, unless they have a more passive personality, or assign someone else in the group to do it. Also once the age is established, they speak to each other in honorifics.

Social-Economic Highlights and Cultural Influences

Image is very important in this society and part of that image is to have, or appear to have money. Most of my students have, or are wearing an item with a name brand, some of them being very high-end name brands. Most of my students come from a middle class, or appear that way and only three of my students said they had part-time jobs.

One hundred percent of my students are Korean and often times their culture affects their education (as explained before with age).

The one thing they would like to change about the class was graded participation. This brings us to another issue that they have. Often times, they do not like to raise their hand and participate, or answer a question if they suspect they are wrong. It is engraved in them that it is better to not speak than to make a mistake, and this makes it really hard for them to learn English. Usually they are quiet and do not like to be called on.  

Students Interests and Talents

When students enter university, it gives them a sense of freedom for the first time. In high school, they wore uniforms, had the same hair style and studied so rigorously (where coming home from studying after midnight is normal), that when they get to university, it is a time for them to enjoy themselves. They girls experiment with their hairstyles, make-up, clothing, and the males also do so with fashion, and hairstyles (similar to K-pop bands’), and alcohol, and often times they are sleeping during class after a big night out.

These students are interested in finding a boyfriend/ girlfriend so unfortunately often times during class, students are distracted with their cell phones as their social life is very important.

They are mostly into K-pop music, and on their free time, most of them watch dramas or hang out with their friends. Also most of them play the piano, and ALL of them had at least piano lessons at some point in their lives.

Most of them are motivated to learn to get their degrees and hopefully land a good paying job. Their main concerns outside class were making money and getting married in the future.  

Access to Technology

 One hundred percent of these freshmen own smartphones and a computer. The all have internet access and when asked what app they use the most, almost all of them responded with Kakao Talk, which is an instant messaging app. Four of them responded with a gaming app and Kakao Talk.

The usage of cell phones is probably my number one problem with students as they are constantly trying and use their phones.

 Zero percent of these students bring a laptop to school, but I find it strange, as their internet is very fast and they have very good technology in the country. They would like to be able to use their laptops in school more but they don’t know if it is really acceptable to bring their computers if it is not a computer class.

Technology is definitely a major part of the students’ lives but the only signs of this are usually in using their smartphones.

Student Special Needs

 During my seven years working in this establishment, I have seen one student on a wheel chair but other than that, I have never encountered any other student at Bucheon University with a disability. The university’s layout is wheelchair friendly with tactile pavings all around campus but unfortunately it is not being used frequently. This may be because having a disability is still stigmatized in this country. Being different is frowned upon and conformity is sought after. Needless to say zero percent of my students are or have been disabled in all the years I have worked at Bucheon.

Summary

In summation, freshmen students at Bucheon University are all Korean, usually middle class students who are very interested in Korean pop culture, hanging out with friends, dating, and fashion. They are all part of the digital era and all of them own a smart phone and computer though they mostly use their phones for instant messaging. Their goals mostly have to do with finding the right person, securing a good job and making a lot of money (based on the questionnaire and interviews provided by my classes).

Reference:

Bucheon University: (2012, January 1). . Retrieved June 16, 2014, from www.bc.ac.kr