Educational Technology Research

THE CONSTANT COMPANION

After reading through the research provided from the various outlets this week, I settled on taking a deeper dive into Common Sense Media's report entitled Constant Companion: A Week in the Life of a Young Person's Smartphone Use. As a high school teacher, I am keenly aware of the complicated relationship that students have with these devices. As a parent of a 3rd grader and 6th graded, neither of whom have smartphones yet, I struggle with how to handle the many benefits and issues that arise from these devices. So to say that this topic hits close to home is a bit of an understatement; it's something that I think and worry about quite often.

A RITE OF PASSAGE

For the majority of young people getting a smartphone has become a rite of passage in the United States. "According to Common Sense Research, 43% of tweens (ages 8 to 12) and 88% to 95% of teens (age 13 to 18) have their own smartphone." (Rideout et al., 2022; Pew 2022) In fact, nearly half of U.S. children get their first smartphone by age 11. (Rideout et al., 2022) I find these statistics fascininating for a number of reasons. First, I was born in 1982 which technically makes me a Millenial, but I was the fifth of six kids, so I was raised in Gen X house; so I have often thought of myself as what David White would refer to as a visitor when it comes to technology. I did not have a cell phone until I was 20 years old and didn't get a smartphone until I was in my late 20's. Second, my kids are 8 and 12 and neither have smartphone yet. My 12 year old has a Verizon Gizmo, which allows him to make calls to 10 preset contacts and send preprogrammed texts. My wife and I are discussing when is the right time to get him a smartphone. Which leads to the third reason, teaching children appropriate use and proper management of these devices is more important than ever.

DAILY USAGE

Smartphones are an important part of young people's lives. They use them to connect with friends, give their brains a rest, and help them laugh and calm down. The average teenager uses their smartphone for almost four and a half hours per day, but there is a wide range of usage, with some teens using their phones for only a few minutes per day and others using them for over sixteen hours per day. Teens also use their smartphones in a variety of ways. Some teens use them to actively consume content, like watching videos or playing games; while others use them to provide background "buzz" by playing movies, videos, or music while they do other activities. Most teens pick up their phones frequently throughout the day, with a median of 51 times per day. Younger teens tend to pick up their phones less frequently than older teens. This is likely due to the fact that younger teens have more rules or restrictions placed on their smartphone use and are less likely to have peers with smartphones.

Image Source: 2023 Constant Companion: A Week in the Life of a Young Person's Smartphone Usage

NOTIFICATIONS

Teens receive an average of 237 notifications per day, but some receive over 4500. About quarter of notifications arrive during school hours and 5% during school night hours. Teens use different strategies to manage notifications, such as filtering or blovking them, particularly from spam content and favoring notifications of direct messages. Snapchat and Discord send the most notifications, but teens are becoming more aware of the ways in which some apps use algorithms to pull them in with frivolous notifications. Teens are bombarded with notifications theoughout the day, even during school hours and at night. They have to learn how to manage these notifications in order to stay focused and avoid distractions and we as educators and parents have a responsibilty to facilitate this learning.

Image Source: 2023 Constant Companion: A Week in the Life of a Young Person's Smartphone Usage

MANAGING TECHNOLOGY USE

Over two-thirds of 11 to 17 year olds find it difficult to stop using techonoly, use technology to escape from sorrow, and lose out on sleep due to being on their phone of the internet late at night. We as adults need to recognize that this generation of young people haven't been given other technological options to carry out the developmentally appropriate task of connecting with their peers, exploring their identities, or learning about the world in which they live. They have done all of these things with a smartphone in their hand. Therefore, caregivers and parents must strive to support and educate young people about their smartphone use, rather than judging them, through open and honest communication.

 

Active Learning

ACTIVE LEARNING

Active learning is a student-centered approach to teaching and learning that places learners at the center of the educational experience. It transforms the conventional model of passive teacher-led lectures by encouraging students to actively engage with the material. This engagement is fostered through various activities that promote content interaction, peer collaboration, and instructor involvement.

Image Source: https://myusf.usfca.edu/ets/active-learning

Critical thinking is a key pillar of active learning, as it inspires students to analyze information and apply their knowledge to solve real-world challenges, nurturing advanced cognitive skills such as analysis, synthesis, and evaluation. 

Image Source: https://teachonline.asu.edu/2013/03/how-does-active-learning-support-student-success/

Collaboration is a prevalent feature, with students often working together in teams, enabling mutual learning, diverse perspectives, and interpersonal growth. The method offers a broad spectrum of activities, ranging from group discussions, case studies, role-playing, and peer teaching to simulations and hands-on experiments. Continuous feedback loops, facilitated by instructors and peer evaluations, support students in refining their comprehension. 

Active learning also encourages introspection, allowing students to reflect on their experiences through writing assignments, discussions, or self-assessments. Moreover, it enhances engagement by making students active participants, fostering better retention and deeper understanding. Its adaptability to diverse educational settings and subjects makes it a versatile approach. Instructors who employ active learning techniques aim to create more dynamic and engaging learning environments that foster deeper learning and better preparation for real-world challenges.

ACTIVE LEARNING IN ACTION

The activity "One Year Told in Six Words" conducted by the students at Coonley Elementary is an excellent example of active learning becuase it engages students in a participatory and thought-provoking way. It exemplfies the pedagogy in a couple of ways. First it requires students to think critically about their lives and experiences over the past year in order to choose the six most meaningful words to describe them. This is not an easy task, and it requires students to reflect deeply on their own identities. Second, the activity encourages students to be creative and to use language in a new way. Students must choose their words carefully and use them in a way that is both concise and evocative. This requires them to think about the meaning of each word and how it contributes to the overall impact of their story. 

Image Source: Personal Image

This activity could easily be adapted or expanded upon as well. The activity could be used to promote collaboration and discussion among students. Students can share their stories with each other and provide feedback. This type of collaboration can help students learn from each other and develop new perspectives on their own lives. This activity could serve as an excellent ice breaker or getting to know you activity for students at the begining of a new school year. It could also be used to summarize critical concepts in a lesson or unit. Students could enhance the six words with an image or music. Overall, this activity is a valuable active learning activity that can be used to promote critical thinking, creativity, collaboration, and communication. It is also a fun and engaging activity that can help students to learn more about themselves and each other.

Mapping Your Digital Space

VISITORS AND RESIDENTS

In 2004, David White introduced the "Visitors and Residents" theory as a way of understanding how individuals engage with the internet. The theory offers valuable insights into the different modes of engagement, shedding light on how we navigate the digital landscape. White proposes that there are two main modes of engagement: visitors and residents.

Image Source: https://daveowhite.com/vandr/

Visitors are individuals who view the web as a toolbox, using it to accomplish specific tasks. They enter the digital space with a clear purpose and and exit once their objective is met. This mode is similar to visiting a library or store—you go in, get what you need, and leave. Common visitor behaviors include: searching for information on Google, checking emails, online shopping, and reading news articles. Visitors prioritize efficiency and may not leave a significant digital footprint behind.

Residents, on the other hand, consider the web as a place to establish a digital presence and engage with others. They view it as an extension of their physical lives, forming connections and relationships online. These individuals contribute content, share ideas, and interact with others regularly. Common resident behaviors include: posting on social media, blogging or vlogging, participating in online communities, and collaborating on projects in digital spaces. Residents are active and leave a substantial digital presence.

The Visitors and Residents theory is not a rigid dichotomy. It is important to note that individuals can occupy both visitor and resident roles depending on the context. In fact, most people fall somewhere on the continuum between the two extremes. The lines between these modes often blur, as someone may be a visitor when researching a topic for work but a resident when actively participating in a hobby-related online community.

David White's Visitors and Residents Theory offers a valuable perspective on how individuals engage with the web. Whether you predominantly adopt the visitor or resident mode, the internet is a versatile space that accommodates various forms of engagement. Understanding these modes can enhance digital literacy, community building, and professional development, helping us navigate the complex digital landscape more effectively. 

MAPPING MY DIGITAL SPACE

With this theory in mind I began to explore my role in the this digital landscape. I started by creating my own mapping.

Image Created by Author

I started by looking at what apps and software I used the most and then slowly began adding items that I use more sparingly. I found that during the week, or at work, I spend a lot of time using Google Workspace, particularly Gmail, Google Calendar, Google Drive, and Google Classroom. I frequent these sites and apps multiple times a day and find it difficult to do my job effectively without them. So in terms of White's theory I believe that I am a resident when it comes to these items. However, there are some apps that I use at work sparingly, like CrisisGo, PlusPortals, or The Geometer's Sketchpad, which make me more of a resident. On the weekends however, I spend much more time on the web recreationally and for the purpose of entertainment. I am often streaming games and following my favorite teams on the ESPN app, watching Netflix, or using Amazon and it's Alexa app for shopping and controlling smart plugs, thermostats, smart locks, and Ring Cameras. I maintain various profiles, lists, favorites, and will occasionally leave reviews so I believe that this makes me a resident of these. However, there are also apps that are strictly transactional like Fidelity, TIAA Creff, Skylight Calendar, and Slack that I am much more a visitor of rather than a resident.  As for a social media, I do have a rarely used Twitter account, a Facebook account that is used to keep in touch with friends and family, and a LinkedIn account for work. I would definitely call myself a visitor to Twitter and LinkedIn because these accounts were created and maintained for professional reasons only and rarely get used.

 

Geogebra: Fostering Creativity and Innovative Learning

After reading Edtech's Hottest Topics for 2023, I decided to further explore the topic of creativity and innovative learning and how it relates to mathematics education. Creativity and innovative learning involve fostering original thinking, problem-solving, and exploration of novel ideas to drive meaningful and forward thinking educational experiences. Geogebra is a tool that does just that. It is a transformative software that empowers students and educators alike to embrace and foster innovative learning.

With its dynamic blend of geometry, algebra, and interactive features, Geogebra provides a platform where students can visualize complex mathematical concepts, experiment with real-time interactions, and collaborate on problem-solving. This unique blend of visualization, customization, and collaboration not only makes math more accessible but also encourages students to think outside the box, ask questions, and explore new solutions. Geogebra is not just a tool; it's a gateway to a world where creativity and innovation flourish, paving the way for a brighter future in education.

Resources for further exploration:

Here are some tutorials on getting started with Geogebra:

https://www.geogebra.org/m/ssrjkfhm

https://www.youtube.com/watch?v=1cBXWi66-tY

Here are two teachers' websites illustrating how they integrate Geogebra into the classroom:

https://bluemountainmath.com/using-geogebra-in-the-classroom/

https://alicekeeler.com/2021/01/13/geogebra-classroom-students-make-constructions/

Here are a couple of useful tutorials on using Geogebra Classroom and assigning tasks in Google Classroom:

https://www.youtube.com/watch?v=HAV_0dRP9F4

https://www.geogebra.org/m/fh2mbrge

FRAMEWORK FOR TECHNOLOGY INTEGRATION

The SAMR Model

The SAMR model is an educational framework designed to help educators integrate technology effectively into their teaching practices. It was developed by Dr. Ruben Puentedura in the early 2000s as a way to categorize and analyze the ways in which technology is used in education. SAMR stands for Substitution, Augmentation, Modification, and Redefinition which represent the four levels of technology integration.

Video the creation of Common Sense Education 

Substitution

At the lowest level, technology is used as a direct substitute for a traditional tool or process without any significant change in the task. For example using Google Docs instead of a paper and pen for a writing assignment.

Augmentation

In this stage, technology enhances the task or process but does not fundamentally change it. It offers some benefits over traditional methods, such as spellcheck and formatting options in Google Docs.

Modification

At this level, technology starts to transform the task or activity. It allows for significant redesign and improvement in the learning process. For example, students collaborating on a shared Google Doc, which enables real-time editing and feedback.

Redefinition

The highest level of technology integration, redefinition, completely reimagines the task. It introduces new possibilities and ways of learning that were not previously achievable without technology. An example could be students creating multimedia presentations in Google Slides that allow for deep exploration of understanding of complex concepts.

Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/ 

The SAMR model encourages educators to move beyond simply using technology as a substitute for traditional tools and strive for higher levels of integration where technology transforms and enhances the learning experience. It helps educators critically assess their use of technology and aims to promote more innovative and effective teaching practices.

SAMR in My Classroom

When I think about the SAMR model as it relates to my own classroom and instruction, I would say that I tend to live in the enhancement region (substitution and augmentation) while occasionally making trips into the transformation region (modification and redefinition). In the substitution stage, technology is used as a direct substitute for traditional methods without significant functional improvement. I use a short throw projector, tablet PC, and Microsoft OneNote most days and use direct instruction to run through guided notes with students. The students use iPads and Notability to complete the guided notes. These technologies enhance visibility and are potentially more efficient, but do not fundamentally change the way that the concepts are being taught or learned. It is a basic use of technology.

At the augmentation level, technology provides some functional improvement over traditional methods. It enhances the learning experience and offers additional benefits compared to traditional tools. OneNote and Notability provide users a variety of drawing tools, video and audio features, and the ability to clip and save content. We also use graphing calculator applications like Desmos and the TI-Smartview to not only preform basic calculations, but also to visualize and interact with various graphs. These applications enhance learning and encourages more engagement, but it still largely resembles traditional instruction with added benefits. 

In the modification stage, technology starts to transform the learning process. It allows for significant redesign of tasks and activities that were previously not possible without technology. An example of this is when I have students work in groups on Jamboard. Jamboard is a digital whiteboard that lets you collaborate in real time using a web browser or mobile app. Students work on problems in real-time, edit, and provide feedback to each other. This level begins to redefine how math is taught and learned by making collaboration and access to resources more efficient and interactive.

At the highest level, technology completely transforms the learning experience, leading to entirely new learning tasks and opportunities that were inconceivable without technology. An example of this is when I have Geometry students use the Geogebra 3D Calculator to create and explore various geometric figures in a three-dimensional virtual environment. This level represents a revolutionary change in mathematics education. It provides opportunities for experiential learning and exploration that were previous unattainable.

Throughout the course of the year I will make my home in the substitution and augmentation levels. However, I strive to move beyond these stages to reach the modification and redefinition levels where technology truly transforms the learning experience and opens up new possibilities for teaching and learning.