Tugas 2 Mata Kuliah Statistika Pendidikan dan Komputer

Table of Contents

SMART TECHNOLOGIES IN A TECHNOLOGY CLASSROOM:

Integration Investigation of Smart Board & Smart Notebook into a 7-12 Technology Education Classroom

 “In the United States, there is a growing movement that involves the development of educational programs that center around science, technology, engineering, and mathematics (STEM)” (Duggar, 2008 p. 3).

Currently, the teacher attempts to occasionally incorporate computer technology in the classroom through the use of a school-wide shared laptop cart and shared computer lab. Student time with these technologies is limited because they are shared amongst the entire school. There is only one computer with a DVD/VCR, Elmo (digital camera), and projector in the classroom.

The teacher still relies heavily on printed source media for teaching and finds it difficult to motivate students to read and write using paper sources, as students do not find it interesting. Furthermore, administrators have not been supportive of using traditional printed text. A high school principal at the school stated that “no one uses text books anymore and that teachers should just use online resources.” Digital media appears to be the way world culture is heading.

A “smart classroom” is sometimes referred to a classroom that has the latest technologies. That used to be one that had a computer with internet access, DVD player, VCR, document camera, and a projector (Wong, 2008). Before that, it may have been a simple overhead projector. Today, a “smart classroom” usually refers to whether or not a classroom is equipped with an interactive whiteboard (Smart Board) and Smart computer software (Smart Notebook) designed by Smart.

Arnone proposes a different definition of curiosity as “a desire for new information or experience afforded by new media environments and includes a trigger or multi-trigger scenario evoked by dynamic media environments” (p. 185).

According to Arnone, the desire initiates a reaction and a resolution (satisfied or non-satisfied). If the learner is satisfied, new learning will usually take place; further increasing student interest. Arnone argues that curiosity is affected by personal, situational, and contextual factors. Examples of personal factors are a learners own motivation, competence, developmental differences, and cognitive abilities. Situational factors refer to the “in the moment” factors which influence curiosity such as personality, predispositions, emotions, etc. Contextual factors are the “setting” factors such as a classroom, or online learning environment which would influence the curiosity (Arnone, 2011).

There are many reasons why an educator would want to invoke curiosity in a classroom. Students that become curious develop an interest in the learning material. Once student interest is captured students are more likely to be involved and fully engaged; further helping to establish a learning environment with less behavior problems (Arnone, 2011) which in turn reduce distractions.

Studies have suggested that varying between curiosity questions and the phases of interest can lead to better student engagement and deeper levels of learning (Arnone, 2011). As an educator, one of the goals we are taught is to strive to make students progress to higher levels of thinking and apply that knowledge to create and evaluate content. The goal is to increase student engagement and continually challenge them.

Smart technologies are being used because they are said to “enhance learning” by increasing student “interest” through “active engagement” (Smart Technologies). Theoretically, we should be able to see how Smart Board affects all three forms engagement (affective, participative, and cognitive) since student interest does not fully develop until at the highest level of engagement according to Arnone’s model. Since Smart Board claims to increase student engagement, there is the possibility that it even increases student interests through the affective and participative domain.

Research shows that students’ best learn when interacting with others and when technology further promotes those interactions (Wong, 2008). It also suggests that students learn the fastest through direct instruction from the teacher. (Ruutmann, 2011). Therefore, the role of the teacher cannot be replaced by the technology, but if the technology allows for better transformation of information, we can argue that learning should still improve. However, Arnome (2010) states that information technology “can also overwhelm and distract by providing more information than can be organized and processed to determine relevance.” This is also known as information overload.

Smart technologies claim that they help enable students and teachers by saving time organizing information visually through the manipulation features. The technology also helps “create meaning, making connections, and develop understanding” (Smart Technologies). Giles (2011) also claims that Smart technologies “helps bridge the difference between learning styles, abilities, prior knowledge, and interest levels that exist within any group of children.” Part of this may be explained by the fact that students view the latest technologies relevant. “Students see the use of relevancy-based digital tools, content and resources as a key to driving learning productivity” (Arnone, 2011 p. 193).

“Several theories of learning assert that technological tools have an influence, which words cannot achieve alone, on directing individuals, focusing their attention, and their capability to analyze and synthesize” (Ertan, 2011 p. 26). Therefore, an argument could be made that using outdated technologies does indeed decrease the moral, motivation, interest, and ability for students to learn.

“The early days of instructional computing were filled with excitement and prophecies for the potential of great educational improvement through computer-base instruction. However, although there have been great strides in technology and availability, actual improvement in learning is less dramatic” (Alessi, 2001 p. 4).

The rapid emergent of information technologies has cultivated a large scale of design theories, and recommendations as to how to best develop and use these new technologies. A need for specialized training on how to utilize emerging technologies is always increasing in demand. Ertan (2011), says that these technologies allows for more rapid teaching, overloading students. Educators can too feel overloaded with the pressure of keeping up with these rapid changing technologies. Designing and developing any educational software is time consuming and difficult” (Alessi, 2001 p. 40). Never the less, educators are expected to keep up with changing trends, and learn the new way to teach even if it’s the same old material.

“The outcomes of education and training must include more than just learner achievement. They must include learner satisfaction, self-worth, creativity, and social value” (Alessi, 2001 p. 37). If students do not take pleasure in learning, they are less likely to obtain higher level achievement. It is therefore essential that educational systems upgrade and invest in modern technologies that will better promote student curiosity, interests, motivation, and participation alike.

To make learning effective, Bonk and Zhang suggest breaking learning down into four phases. First, get students involved with real experiences. Second, have students reflect on their experiences using active listening and observation skills. Mott (2010) also recommends organizing collaborative groups to discuss their experiences and understandings. Third, create ideas and finally make decisions through active experiments. Mott (2010) states that learners should have a sense of empowerment through creating their own presentations and have opportunity to become the ‘sage on stage.’

Another common suggestion is that teachers should give lots of examples and should use visual stimulus such as graphics, charts, and pictures along with text to help students learn (Ertan, 2011, Mott, 2010). This is very helpful with the visual learners, but Smart takes viewing a step farther by allowing learners to touch the material which also helps the kinesthetic learners.

“A successful teacher or successful designer of instructional materials must adapt to the needs of different learners, subject areas, and situations” (Alessi, 2001 p. 40). Too often “teacher education programs do not adequately prepare teachers to infuse technology into their classrooms upon graduation” (Mott, 2010). It is the role of educators to enhance learning through these new technologies that help promote active learning, collaboration, and problem solving skills (Mott, 2010).

The project consists of the design of three separate lessons using Smart Notebook software. Smart Notebook can be used in conjunction with Smart Board to make interactive presentations that are said to increase learner curiosity, interest, motivation, participation, and performance. The Smart Notebook software can also be used from the computer to assist teachers in making presentations, activities, and evaluations even if a Smart Board is not available. The three types of lesson formats demonstrated will be a general presentation, interactive review game activity, and a type of assessment.

As a Presentation Software:

The first lesson set uses Smart Notebook as a presentation tool. Most users are familiar with Microsoft Power Point as it is the predominant presentation software. However, using Smart Notebook for the same presentations has some additional affordances.

As an Interactive Review Game:

Certainly the software program gives the user (teacher) many additional affordances that other presentation software does not. However, how can that be used to benefit the learner? All of the affordances listed in the presentation can also be applied to increase student interactivity.

As an Assessment:

Typing various forms of assessments (worksheets, quizzes, tests, etc.) from scratch can become time consuming. In the past I have used Microsoft Word as my main software tool to create assessment documents.

Learning Theories Exhibited:

One of the main reasons for using Smart technologies in the classroom is that it is said to increase student motivation, leading to better student learning. That was the reason I took interest in this project. While designing the project I kept several theories in mind.

Arnone’s Curiosity Theory model describes how personal, situational, and contextual factors affect a learner’s curiosity. The model further demonstrates how curiosity develops into student interest, which leads into increased learner engagement. Three types of engagement are broken down: cognitive, affective, and participative.

Arnone’s Curiosity Theory model describes how personal, situational, and contextual factors affect a learner’s curiosity. The model further demonstrates how curiosity develops into student interest, which leads into increased learner engagement. Three types of engagement are broken down: cognitive, affective, and participative.

Engagement is a critical key that can lead the learner into deeper levels of learning as stated in the Blooms Taxonomy model.

Malone’s Motivational Theory identified four factors influencing motivation: challenge, curiosity, control, and fantasy. Keller’s ARCS Motivation Theory suggests four design criteria’s to increase motivation: attention, relevance, confidence, confidence, and satisfaction (Alessi, 2001). Designing Smart lesson presentations with these theories in mind could prove either the theories or success of the technology.

Ertan’s Theory of Multiple Intelligences explains how learners learn in various ways (audio, visual, textural, and kinesthetic) at various speeds. Since Smart seemed to be so universal and dynamic, it provides teachers methods to address multiple learning styles and abilities combined in the same classroom.

Information Design Theories applied:

Several information design theories influenced the creation of the lessons. What makes any new information technology attractive and successful is its simplicity and interactivity.

It is expected that there will be an initial learning curve that must be overcome in order to fully understand how to use the technology. It will be different for the students, since they do not normally receive lessons on Smart Board in my classroom. Students will likely be engaged at a typical (normal) level and faintly show more engagement and pleasure when interacting with the technology. I do not necessarily believe that Smart technology will improve student learning, however that will not be assessed. It would be difficult to measure significant impacts that the technology has on individual students as well as the class as a whole. I do not expect to see any noteworthy differences in how student behave towards the material. I suspect that three presentations will be too short of a period to witness any changes in the students, but additional time would have impacts.

I foresee students as not being additionally motivated or interested in the content based on the technology medium that it is taught through. I believe that the teacher is the key to inspiring learners and that the teacher is what makes a difference; not the technology.

Findings

General Findings:

When presenting in the computer lab with a Smart Board I found students to laughed at the fact I did not know how to use it. The students had more experience with it than I did from other classes. This lack of experience I felt made me look as though I was less credible as a teacher. The students not only look to use current technology, but to the instructors who should be confident and capable of using it. My lack of experience showed and those illiteracies distracted the students from best learning the content, which made me wonder if I was better off not using it at all.

Hitting the Standards:

Although more trials would have to be done, I did not see the use of a Smart Board or Smart Notebook to significantly increase student performance, motivation, or engagement. The game did produce some excellent participation and excitement when played, however most activities alike usually do. Students are generally more motivated with during a competition type activity where some sort of external reward is placed (even if it is not a tangible reward). Therefore it is not known whether or not the use of the Smart technologies actually increased the students’ motivation. It did work well producing a lot of interactivity within the classroom. There was a lot of dialog between students and the teacher, as well as through the technology.

Smart technologies such as Smart Board and Smart Notebook can help at addressing learning standards because it is another tool or medium that information is passed through. It can help educators teach content by providing a way of presenting more visuals. It also gives students more opportunities to engage by actively participating and manipulating content rather than being restricted to being an observer only. This is evident when students approach the Smart Board to answer questions. Because of its popularity and relativity students may also respond better to instruction when Smart Technologies are used correctly.

The Presentation

The development of the presentation material was easy and straight forward. Smart camera capture tool made importing images from webpage’s easy. The hardest thing was to find and sort through the material on the internet.

To improve the overall presentation experience, Smart Notebook presentations are best taught using a Smart Board. This allows the teacher to remain at the front of the classroom, and to right notes as they go (manipulating the content). Even the presentation material can and should be made to be interactive. At the end of the presentation, a matching quiz was set up to allow for a student to come forward and use the Smart Board.

The Interactive Review Game

The Answer is Right was made as a template for any classroom teacher to use as a review game with their class. It is available through Smart Exchange. All a teacher needs to do is implant their questions and answers. The rewards (currently point system) can also be modified. Teachers can choose any reward they want for each of the games. Examples of other rewards may be winning a homework pass, extra points on a test, or tangible items.

Once the game was produced, the content had to be put into it for the review game. I had trouble coming up with enough questions from one unit for the entire game. The game requires about 50 questions minimum, so it is better for a larger review such as for a midterm or final. However, teachers could choose to play only one of the sub-games for their review.

The use of Assessments

Smart Notebook can be used to create test, quizzes, worksheets, or other types of student evaluations. It is easier to work with images because they are more manipulative and have less restrictions than in Microsoft Word. Sometime it is a challenge to set up MS Word so that the text and images align the way you want them too if the user has limited experience using the program. Smart Notebook was quick and easy to learn and allowed for good image alteration.

Komentar terkait Jurnal

SMART TECHNOLOGIES IN A TECHNOLOGY CLASSROOM.

            Keberadaan dan pemanfaatan teknologi informasi (dan komputer) terbukti sangat menunjang kegiatan di SMA Walisongo Sragen. Kegiatan tersebut diantara adalah kegiatan belajar mengajar (KBM), praktek mata pelajaran TIK, penerimaan peserta didik baru berbasis online, integrasi nilai ulangan harian, tugas, Ulangan Tengah Semester (UTS), Ulangan Akhir Semester  (UAS) menjadi nilai raport, data base seluruh dokumen dan koordinasi kedinasan (dapodik dll).

Lebih mengerucut pada KBM, di sekolah kami TIK sangat terasa manfaatnya. Kami setuju dengan apa yang disampaikan oleh penulis dalam jurnal bahwa teknologi informasi dapat meningkatkan minat dan antusiasme siswa dalam pembelajaran. Kenyataan yang terjadi di lapangan, adalah anak cenderung lebih senang penyampaian materi menggunakan Power Point dibanding mengacu buku panduan. Penyampaian menggunakan power point cenderung lebih dapat bervariasi materinya serta dapat menyesuaikan materi yang dibutuhkan dengan menambah dan mengurangi dengan mencari source dari internet.

Selain itu, pembelajaran dengan metode video lebih mengena dibanding dengan alat bantu buku panduan. Hal tersebut diketahui dari hasil evaluasi yang dilakukan oleh guru bahasa inggris terhadap materi yang diujikan. Dugaan yang mengemuka adalah pembelajaran dengan memanfaatkan audio video melibatkan lebih banyak panca indera dengan melihat, mendengar dan merasakan materi dibanding pembelajaran yang mengacu pada buku panduan. Dengan demikian, kapasitas penyerapan materi tentu menjadi lebih besar.

Selaras dengan apa yang disampaikan penulis jurnal, bahwa pemanfaatan TIK belum benar-benar dapat dilakukan oleh semua guru. Mengingat usia pendidik di Indonesia yang beragam. Di sekolah kami, pendidik rata-rata berusia muda, namun itu juga tidak menggaransi bahwa semua pendidik mahir memanfaatkan TIK. Kemahiran penggunaan alat TIK tersebut berbanding lurus dengan semangat pemanfaatannya. Persis seperti yang disampaikan oleh penulis di akhir tulisannya, bahwa respon negatif siswa terhadap guru yang kurang mahir memanfaatkan TIK, seringkali membuat guru tersebut minder. Kemudian membuat guru tersebut menjadi malas untuk menggunakannya kembali.

Dalam jurnal tersebut dijelaskan beragam cara untuk memanfaatkan TIK. Mulai dari sebagai alat untuk mempermudah penyampaian materi, menggunakan game/permainan, sarana penilaian dan pemanfaatan lainnya. Khusus untuk menggunakan game/permainan, menurut pengamatan kami, hal tersebut belum diterapkan di banyak sekolah di Kabupaten Sragen. Di sekolah kami, bahkan penerapannya masih 0%. Bentuk game/permainan dalam pembelajaran 100 % diterapkan dengan cara yang manual. Selanjutnya, ide dari jurnal ini bisa disampaikan kepada pihak kurikulum untuk dapat disetujui sebagai salah satu program sekolah.

Konten jurnal ini sangat menarik dan komprehensif. Banyak data-data yang fresh bagi kami. Apabila layak disampaikan, hal yang membuat tulisan ini sedikit menurunkan antusiasme membacanya adalah, pengakuan bahwa sebenarnya penulis kurang menguasai pemanfaatan TIK, sehingga menurunkan semangat penulis sendiri dalam menerapkan TIK. Bagi kami, hal tersebut bisa mempengaruhi keputusan riset penulis, sehingga memungkin terjadi bias keputusan.

Secara umum, jurnal ini layak menjadi acuan sekolah yang ingin meningkatkan performanya, terutama dalam hal pemanfaatan TIK di satuan pendidikannya. Sehingga diharapkan pembelajaran menjadi semakin menarik dan menyenangkan. Tujuan akhirnya, penyerapan materi siswa menjadi lebih tinggi.