Chapter 3: Web-based Inquiry Science Environment (WISE) is free software to help teach science. It is also available in multiple languages. WISE provides feedback to the teacher on what the students need help with and what that have mastered in the area of science they are currently learning about. Teachers can use WISE to monitor, review, grade, modify, and send messages to students. With this kind of knowledge integration, students are able to control aspects of their own learning. Students can generate their own ideas, share them, and discuss them with other students all on the WISE program. With this program, every student will have a say and comment on a subject instead of only the student that would be called on during the lesson. The assessments and rubrics that are used in WISE help measure knowledge integration. Visualizations such as videos and illustrations have been incorporated into the WISE system to help promote learning and provide more of a real life experience for the students. Programs like WISE will be more widely used in classrooms to enhance student learning and give more learning opportunities for the students.
Chapter 4: Digital Teaching Platforms (DTPs) are a technology that has become more popular in supporting reading instruction. Reading is tracked for the student in profiles so both the teacher and the students can see progress and deficits. With this kind of program, a more individualized reading plan can be put into place for each student. For successful comprehension, there are multiple components. They include words, syntax, textbase, situational model, genre and rhetorical structure, and pragmatic communication. It is important when assigning students to text that it is within Vygostsky’s zone of proximal development: at the right level of complexity. It needs to be not too difficult but not too easy either. DTPs for reading instruction will definitely be increasing in usage with the common core standards shift.
Chapter 5: Effective and Meaningful Use of Educational Technology
This chapter discusses a specific Digital Teaching Platform called ASSISTments, a web-based assessment system that provides tutoring based on student responses. This platform is a blend of assessment and instructional assistance and provides immediate, specific feedback while monitoring student progress. As of now ASSISTments has programs in statistics, science and language arts, but is most well known for math. The nice thing about this particular DTP is that it provides students with individualized help while providing teachers with a better understanding of what students are really struggling with. DTP can be used for planning lessons, delivering lessons, evaluating lessons and providing homework support. The end of the chapter takes a close look at a number of teachers who are using ASSISTments in their classroom to help their students and improve their teaching.
Chapter 6: Highly Adaptive, Interactive Instruction: Insights for the Networked Classroom
This chapter describes a new DTP that will improve math and science instruction and discusses the elements of a networked classroom in terms of curriculum, connectivity and interactions between teachers and students. Three broad categories of technology in math and science discussed in the chapter include technology as a tool, technology as a tutor and technology as media.
Three essential ingredients to implement DTPs in the classroom mentioned in the chapter are:
1)The infrastructural aspects of the environment must be well understood 2)Professional development is essential 3)For highly adaptive, interactive instruction to occur within a DTP, flexible and generative curricular activity systems must be developed
Digital Teaching Platforms such as WISE have powerful implications for policy, practice, and research in education. If schools/educators are to keep up with the development of new technologies and the advancement of children in these areas, more cloud-based, interactive instructional technologies must be developed and used in our schools. These programs become individualized learning tools for our students. They help teachers see exactly where a child is at without having to waste time grading and charting. These programs have no borders or boundaries and can be used for all subject areas. "If technologies are to have powerful, lasting impacts on the way the teachers teach and how much students learn, then the technologies that are developed and the way they are used matter." On a personal note, I am glad that we have moved towards this type of learning/teaching, by using Skills Tutor and Study Island.
Part II: Chapter 5 This chapter 5 summarizes the use of ASSISTments in several classrooms. The focus is to "describe a specific DTP that is designed to extend and transform current teaching practices." This program provides tutoring based on student responses. It sounds similar to Study Island and Skills Tutor that we currently use for Math practice. The program provides tutorials as well as the record keeping of student work. It can also be used fr lesson planning, evaluating a lesson and providing homework support. The use of ASSISTment in real world classroom was described as using homework for a tool to check students' understanding of taught concepts. The teacher uses this data "to assess her students and make instructional plans for next week." Another use for ASSISTment is to keep track of Mastery Learning. It keeps tracks the amount of practice students get, depending on how well they are answering the questions. Still another use for ASSISTment is Advance Student Response System. This use "provides students with procedural knowledge attainment and communication in mathematics." The teacher can also use this function for Essay grading to not only grade but find and share exemplars to share with students. digital Teaching Platforms, according to the authors "are well situated to to be the next educational innovation that can impact teaching and learning."
Chapter 6 Highly Adaptive, Interactive Instruction: Insights for the Network Classroom This chapter provides a brief overview of what a networked classroom looks like and how "networked classroom can transform student learning and motivation." The focus is to integrate technology into meaningful instruction in 3 ways. The 1st principle is to create "a distributed interactive interface with many students and the teacher". The second is "the ability to have multiple representations that are re-presented over multiple hardware( PDAs, smart phones)." Lastly, technology allows people "to express themselves in ways not possible (or maybe not even allowed) previously." Teachers need to be aware of how the DTP can transform interactions with student work and whole class discussions. This will allow students to explore one another's thinking and help them to gain "a deeper and sustained reasoning process".
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Part II: Chapters 3 and 4-Summaries
Chapter 3:
Web-based Inquiry Science Environment (WISE) is free software to help teach science. It is also available in multiple languages. WISE provides feedback to the teacher on what the students need help with and what that have mastered in the area of science they are currently learning about. Teachers can use WISE to monitor, review, grade, modify, and send messages to students. With this kind of knowledge integration, students are able to control aspects of their own learning. Students can generate their own ideas, share them, and discuss them with other students all on the WISE program. With this program, every student will have a say and comment on a subject instead of only the student that would be called on during the lesson. The assessments and rubrics that are used in WISE help measure knowledge integration. Visualizations such as videos and illustrations have been incorporated into the WISE system to help promote learning and provide more of a real life experience for the students. Programs like WISE will be more widely used in classrooms to enhance student learning and give more learning opportunities for the students.
Chapter 4:
Digital Teaching Platforms (DTPs) are a technology that has become more popular in supporting reading instruction. Reading is tracked for the student in profiles so both the teacher and the students can see progress and deficits. With this kind of program, a more individualized reading plan can be put into place for each student. For successful comprehension, there are multiple components. They include words, syntax, textbase, situational model, genre and rhetorical structure, and pragmatic communication. It is important when assigning students to text that it is within Vygostsky’s zone of proximal development: at the right level of complexity. It needs to be not too difficult but not too easy either. DTPs for reading instruction will definitely be increasing in usage with the common core standards shift.
Chapter 5: Effective and Meaningful Use of Educational Technology
This chapter discusses a specific Digital Teaching Platform called ASSISTments, a web-based assessment system that provides tutoring based on student responses. This platform is a blend of assessment and instructional assistance and provides immediate, specific feedback while monitoring student progress. As of now ASSISTments has programs in statistics, science and language arts, but is most well known for math. The nice thing about this particular DTP is that it provides students with individualized help while providing teachers with a better understanding of what students are really struggling with. DTP can be used for planning lessons, delivering lessons, evaluating lessons and providing homework support. The end of the chapter takes a close look at a number of teachers who are using ASSISTments in their classroom to help their students and improve their teaching.
Chapter 6: Highly Adaptive, Interactive Instruction: Insights for the Networked Classroom
This chapter describes a new DTP that will improve math and science instruction and discusses the elements of a networked classroom in terms of curriculum, connectivity and interactions between teachers and students. Three broad categories of technology in math and science discussed in the chapter include technology as a tool, technology as a tutor and technology as media.
Three essential ingredients to implement DTPs in the classroom mentioned in the chapter are:
1)The infrastructural aspects of the environment must be well understood
2)Professional development is essential
3)For highly adaptive, interactive instruction to occur within a DTP, flexible and generative curricular activity systems must be developed
Part ll- Chapters 3 and 4
Digital Teaching Platforms such as WISE have powerful implications for policy, practice, and research in education. If schools/educators are to keep up with the development of new technologies and the advancement of children in these areas, more cloud-based, interactive instructional technologies must be developed and used in our schools.
These programs become individualized learning tools for our students. They help teachers see exactly where a child is at without having to waste time grading and charting. These programs have no borders or boundaries and can be used for all subject areas. "If technologies are to have powerful, lasting impacts on the way the teachers teach and how much students learn, then the technologies that are developed and the way they are used matter."
On a personal note, I am glad that we have moved towards this type of learning/teaching, by using Skills Tutor and Study Island.
Part II: Chapter 5
This chapter 5 summarizes the use of ASSISTments in several classrooms. The focus is to "describe a specific DTP that is designed to extend and transform current teaching practices." This program provides tutoring based on student responses. It sounds similar to Study Island and Skills Tutor that we currently use for Math practice. The program provides tutorials as well as the record keeping of student work. It can also be used fr lesson planning, evaluating a lesson and providing homework support. The use of ASSISTment in real world classroom was described as using homework for a tool to check students' understanding of taught concepts. The teacher uses this data "to assess her students and make instructional plans for next week." Another use for ASSISTment is to keep track of Mastery Learning. It keeps tracks the amount of practice students get, depending on how well they are answering the questions. Still another use for ASSISTment is Advance Student Response System. This use "provides students with procedural knowledge attainment and communication in mathematics." The teacher can also use this function for Essay grading to not only grade but find and share exemplars to share with students. digital Teaching Platforms, according to the authors "are well situated to to be the next educational innovation that can impact teaching and learning."
Chapter 6 Highly Adaptive, Interactive Instruction: Insights for the Network Classroom
This chapter provides a brief overview of what a networked classroom looks like and how "networked classroom can transform student learning and motivation." The focus is to integrate technology into meaningful instruction in 3 ways. The 1st principle is to create "a distributed interactive interface with many students and the teacher". The second is "the ability to have multiple representations that are re-presented over multiple hardware( PDAs, smart phones)." Lastly, technology allows people "to express themselves in ways not possible (or maybe not even allowed) previously." Teachers need to be aware of how the DTP can transform interactions with student work and whole class discussions. This will allow students to explore one another's thinking and help them to gain "a deeper and sustained reasoning process".
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