What of the lasting changes?
After taking a course on educational technology, what were the impacts in the classroom for a teacher with 17+ years of experience?
Category: EDUC630
-
Assistive Technologies in the Science Classroom
Is neediness a kind of “disability?”
Estes et al. highlight that disabilities are often left out of standard learner analysis. We should consider student physical, cognitive, sensory, and emotional needs from the start of lesson planning. When planning lessons in the past, I would not consider the emotional needs of students. This is because I was focused on the content, and how to deliver the content to meet the standards in a specific amount of time. However, it seems to me that there are students in my classroom who have unmet emotional needs. These students are disruptive. They are not considered to have clinically identified disabilities. They have no IEPs or 504s, but they are needy. We are also advised that learner analysis is central to instructional design, but specific analysis is often overlooked (Estes, Beverly, & Castillo, 2020). Have the emotional needs of my neediest students been overlooked, even if there is no state sanctioned paperwork?
Hughes & Roblyer advise us to choose the right type of instructional software whether it be simulation, problem-based or gamification (Hughes & Roblyer, 2020). In designing lessons that are social constructivist, many students work well together, but not the students with unmet emotional needs. Again, these students have no paperwork.
In my district, we have access to Discovery Education which includes text to speech options, interactives, video with transcripts. These tools are helpful for all students.
In the near future, I would like to design lessons that transform the experience of all students, not just with technology and the RAT Matrix (Hughes & Roblyer, 2020), but also those students with unmet emotional needs. There seems to be a science of seeing a person too.
References
Estes, M.D., Beverly, C.L., Castillo, M. (2020). Designing for Accessibility: The Intersection of Instructional Design and Disability. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_8
Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.
-
Gaming in the Classroom
What are the benefits and the challenges?
-
Technology and Timely Feedback
Stored water, like stored up words of kindness. Technology provides the opportunity for educators to provide timely and useful information to students regarding their learning. For example, learning platforms like IXL Science, BrainPop, Edpuzzle, and Blooket, provide students with immediate feedback and are interactive. Students are very motivated by the quick data that is received. Brainpop, and Edpuzzle are knowledge building applications. However, IXL Science and Blooket are skill building learning platforms.
Technology also provides educators with valuable data regarding the effectiveness of their teaching. As a middle school science teacher, without technology it would be difficult to provide immediate feedback on such a consistent basis as is provided by the above-mentioned learning platforms. Teachers do not have to guess how their students are progressing. Technology provides tools to check student understanding and progress regularly, even daily (Davis, 2017). Students sometimes mistake familiarity with understanding and the ability to apply what has been learned. Educators can be surprised by summary assessment, if formative data is not reviewed (Davis, 2017).
Formative assessment data, available with the use of technology allows teachers to observe trends in misunderstandings or confusion. Educators can pose open-ended questions in whole group such as “why is this answer incorrect? Why does it seem correct?” Then, when students are presented with the question again, they are more likely to choose the correct response (Saini, 2025).
An educator has a professional obligation to utilize technology as a valuable and effective tool in determining the success of their teaching practices. Technology also provides data to determine trends that can be discussed in collaboration with other educators. The platforms mentioned above, Discovery Education, IXL Science, and Edpuzzle can provide educators with detailed reports related to standards taught. These reports provide quick and accurate feedback quickly that teachers can use to create lessons for review or to advance as students demonstrate learning objectives have been met. It is difficult to determine such data with 100 students or more at the middle school level. Frequently students do not accurately assess their understanding of performance expectations. It is also important not to place an unfair amount of weight on a single exam.
Technology impacts student learning since timely feedback provides students with information about areas of growth and improvement related to learning objectives. Timely feedback can motivate students to succeed.
The bible includes many verses about words of encouragement. For example, in Proverbs 13:25 (New International Version), we are told that anxiety weighs down the heart, but a kind word cheers us. Teachers can share areas of improvement, and offer words of encouragement for correctness, neatness, or other areas of student success.
We are also taught the importance of our words and warned of the harm of reckless speech, and that the wise use words intentionally (Proverbs 12:18).
Words from the mouth of the wise are said to be gracious, but fools are consumed by their own lips (Ecclesiastes 10:12). As teachers, we do not simply want to cover the page in red, or only provide feedback on what is wrong, but encourage our students by sharing what they have done well, and ways to improve. We can provide this in a kind and supportive manner. Our correction should tend to inspire, not to condemn for incorrectness.
Positive teacher feedback is sought by students. Students want to know that they are doing well. Teachers can use formative and summative tools to provide fast feedback, both personal and through platforms with immediate feedback like, Edpuzzle, BrainPOP, Discovery Education assessment builder. Even if we do not necessarily wish to utilize technology, there is no doubt that the immediate feedback of these and other learning platforms, if used regularly, can benefit students and teachers in monitoring and helping students progress. Constructive feedback from teachers can even help students to provide better feedback to their peers, and manage their own learning better (Di Michele Lalor, 2022).
References
Di Michele Lalor, A. (2022, June 24). Feedback that empowers students. Edutopia. https://www.edutopia.org/article/feedback-empowers-students
Saini, A. N. (2025, January 8). More than criticism: Feedback strategies that lead to independent learning. Edutopia. https://www.edutopia.org/article/feedback-strategies-that-enable-independent-learning
New International Version Bible. (2011). The NIV Bible. https://www.thenivbible.com (Original work published 1978)
-
Differentiation, Student Choice, and Learning Platforms
The road to effective teaching is paved with continued professional development In our county the middle school science curriculum is very detailed and developed. The learning platforms listed below provide opportunities for teachers to differentiate based on student choice. The applications that I will discuss are Phet, Edpuzzle, and Discovery Education.
Students perform science simulations with Phet. The teacher may ask students to search the website for a simulation related to the standard. To complete the assignment, students perform the simulation, write a description or draw a picture of the simulation, and explain how the simulation helps support the learning standard.
The Edpuzzle learning platform provides teachers with videos, aligned to standards, and includes checks for understanding. The teacher may assign several video options on the platform. Students choose from these options which video appears more interesting.
Discovery education is a website which includes 100s of videos and explorations standard aligned for middle school science. The teacher may ask students to search for a video and exploration related to the key term and standard. To complete the assignment, students must watch the video, provide notes, and perform the exploration.
These learning opportunities provide students with a selection of resources and might be considered an interpretation of Universal Design for Learning, since learner preferences, and different methods to demonstrate learning, are considered (Antonenko, Dawson, Cheng, & Wang, 2020).
The strategies provide more student choice. Choice boards are another way to approach students’ differentiation. There are many articles on the topic of Choice boards on the Edutopia website. (Novak & Petit, 2024).
References
Antonenko, P.D., Dawson, K., Cheng, L., Wang, J. (2020). Using Technology to Address Individual Differences in Learning. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_6
Novak, K., & Pettit, M. E. (2024, September 24). Using edtech tools to differentiate learning. Edutopia. https://www.edutopia.org/article/using-udl-aligned-edtech-toolshttps://drive.google.com/open?
-
Balancing Technology & Standards
Effective educators use both direct teaching and constructivist teaching in lesson planning. In direct teaching teachers share the same information with all students, students work alone, teachers lecture, and check facts. However, in constructivist teaching, students work together in groups, solve problems, complete projects, and check applications of knowledge.
In Hughes & Roblyer, we are informed of four ways teachers may use technology for direct teaching: addressing weaknesses of students, skill-building, learning when the teacher is not available to teach the subject, and use of videos to explain (Hughes & Roblyer, 2023).
However, technology utilized for social constructivist teaching may include solving problems with computer programs, knowledge building games, use of computer models, working together on projects with other students, or learning about social issues (Hughes & Roblyer, 2023).
Learning platforms which can be utilized for both teaching strategies are Phet, Edpuzzle, and Discovery Education. In each of these applications educators can search for activities based on standards. In addition, these programs help to engage students making learning more colorful and even fun.
Phet allows students to use simulations which helps students build knowledge using scenarios, safely, and with no equipment. This effective teaching strategy is model based learning transfer (Bishop, Boling, Elen, & Svihla, 2020). In one example students may vary masses to study Newton’s 2nd Law of Motion.
Teachers may utilize programs intended for individual use but ask students to work as partners. Frequently, students discuss the correct responses with each other. In some learning platforms, like BrainPop, the quiz setting may prompt students until the correct answer is provided.
In solving real world problems, except in cases where public safety is at risk, we research answers to solve problems, find solutions through reading and consult with experts. This can also be a strategy that students learn to incorporate into how to learn. Educators should also help students learn how to learn, including how to utilize technology to practice skill building, and acquiring new knowledge.
References
Bishop, M. J., Boling, E., Elen, J., & Svihla, V. (Eds.). (2020). Handbook of research on educational communications and technology (5th ed.). Routledge.
Dohn, N.B., Markauskaite, L., Hachmann, R. (2020). Enhancing Knowledge Transfer. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_5
