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Effective Use of Classroom Management Systems

Effective Use of Classroom Management Systems. Lori Moore University of West Georgia. Introduction. Is a Classroom Management System such as Edmodo an effective tool in the classroom?. Introduction Cont …. A program such as Edmodo is a new

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Effective Use of Classroom Management Systems

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  1. Effective Use of Classroom Management Systems Lori Moore University of West Georgia

  2. Introduction Is a Classroom Management System such as Edmodo an effective tool in the classroom?

  3. Introduction Cont… A program such as Edmodo is a new technology that, if able to be introduced through barriers that exist, can possibly help teachers be more efficient teachers in several areas … and help eliminate barriers that exist to learning other technologies. CMS and Edmodo will be used interchangeably throughout this presentation

  4. Introduction Cont… Research Questions: • Do teachers feel Edmodois an effective tool for them in the classroom? • What are teacher perceptions on whether Edmodohelps most teachers be more effective in the classroom? • What barriers have teachers faced with integrating Edmodoin teacher practices? • What features of Edmododo teachers feel are most valuable?

  5. Introduction Cont… Possible barriers include: • Lack of technology specific training • Lack of time • Lack of basic computer knowledge • Lack of access to computers • Equipment issues (hardware and software) • Feeling that Edmodo is not an effective tool

  6. Introduction Cont… Features of Edmodo: • Collaboration: secure chat – student/student or student/teacher • Group Discussion • Instructional Materials (documents, videos, web links, etc.) • Turn in Assignments • Individual Classes with Secure Codes • Post Grades • Poll Students • Create Quizzes and Show Results

  7. Literature Review Importance of schools keeping up with technology • Common Core GPS - To prepare students for success in college and/or the 21st century workplace. • Teacher Evaluation Tools – Expectations of teachers to use technology.

  8. Literature Review Twenty-First Century Workforce Commission “With each day that passes, the impact of new technologies on American jobs is intensifying.” “The effects of these technological changes on the workplace and the workforce have been pervasive and dramatic in size and speed”.

  9. Literature Review Role Technology Should Play In the Classroom • How much of a difference does it make? • What types of technology are most effective? • What strategies are most effective? • Do teachers buy in? • How many resources should be dedicated?

  10. Literature Review Role Technology Should Play In the Classroom The GADOE recently released over 400 GPS aligned performance tasks for the integration of the National Educational Technology Standards for Students (NETS-S) for K-8 for college and career readiness and 21st century skills.

  11. Literature Review Barriers to Technology Usage There is not a shortage of literature pertaining to common barriers such as lack of time, equipment and software costs, teacher training. Studies vary as to what barrier is most critical.

  12. Literature Review Classroom Management Systems Examples: Edmodo, Moodle • A way to allow a teacher to create and deliver content, monitor student participation, and assess student performance. • Allows teachers to easily meet new technology and social communication requirements.

  13. Literature Review Classroom Management Systems One study showed that some features such as access to course documents and instructional materials, grade book, and announcements were used consistently. Features not used as consistently were email and discussion.

  14. Methodology Sixty-eight teachers were invited to attend a mini-workshop from Lakeview-Fort Oglethorpe High School to learn more about how classroom management systems could help them become more effective teachers in the classroomin order to examine: • Current usage • Interest • Barriers • Various features related to classroom management systems

  15. Methodology Mixed methods study • Qualitative – observation & interview • Quantitative – online survey Qualitative research strengthened the research by adding validity and richness to the quantitative results.

  16. Methodology The teachers that were originally invited represented all areas including academic, career technology, arts, special education, and physical education. A total of twelve teachers and one CTAE Supervisor were in attendance at the workshop: • Ten of the participants were CTAE teachers - mandated to attend by the CTAE Supervisor. • Two teachers were from areas outside CTAE (Special Education) – attended by invitation. • One participant was the CTAE Supervisor - only included in the qualitative portion of the study. • Participants were equally matched in gender and ranged in age and experience from new teachers to pre-retirement.

  17. Methodology Procedure • Invitation to come to the mini-workshop • Mini-workshop was held after school • Observation notes were taken • Online participant survey – 2 weeks after workshop • Three interviews – CTAE Supervisor, CTAE Teacher, Non-CTAE teacher

  18. Methodology Validation Interpretive/Truth Value Triangulation • Observation – Attitudes, willingness, and ability • Survey • Descriptive Statistics • Likert-type questions • Checklist questions • Open-ended questions • Yes-no questions • Interview – Keywords, common themes to analyze and organize data

  19. Methodology Validation, cont… • Neutrality/confirmability Bias – • Interviews strengthened survey results • Confidentiality statement with survey • Results anonymous (one exception with permission was the CTAE Director) • Consensual Validity – • Interviews strengthened survey results

  20. Methodology Validation, cont… • Referential/Outcome/Applicability/Dialogic • Interviews strengthened survey results • Confidentiality statement with survey • Results anonymous (one exception with permission was the CTAE Director)

  21. Methodology LFO High School Demographics: 2011-2012 One of three high schools in Catoosa County School District According to the 2012-2013 School Improvement plan: 2011-2012 • Approximately 1,150 students • 53.1% of students on free and reduced lunch

  22. Results Edmodo was found to be a tool that is valuable to teachers and students in the classroom. Even though a few participants felt Edmodo might not be a tool that they wanted to utilize now, all participants felt that it was a tool that would help teachers overall.

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  28. Discussion Edmodo was found to be a great, effective tool, but barriers existed that kept teachers from using Edmodo. Some barriers were evident through observation of the mini-workshop such as: • Lack of time – not attending & verbal comments • Equipment or software issues

  29. Discussion, cont… Validity - Not enough participants in study. This demonstrated how difficult it is to implement a new technology, even when that technology might help eliminate barriers such as lack of time. Solutions: CTAE Director:

  30. Discussion, cont… Solutions to implementation: Interview of CTAE Director: • Mandate professional development • Follow-up with evaluation

  31. Discussion, cont… Principal investigator: • Professional development should be time-efficient • Online options should be used when appropriate to allow teachers flexibility with training. • Provide choices for technology • Choose wisely tools, such as Edmodo that eliminates largest barriers.

  32. References BerkmanCenter for Internet & Society at Harvard University. (2008). Enhancing child safety and online technologies: Final report of the internet safety technical task force to the multi-state working group on social networking of the state attorneys general of the united states (Research Report). Retrieved from http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf Cavucci, L. J. (2009). An analysis of barriers and possible solutions in integrating computer technology into middle school curriculum: Findings from a mixed-method approach. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. Retrieved from http://search.proquest.com/docview/305156994?accountid=15017 Cuban, L. & Hurgadon, S. (2006). Oversold and underused: Computers in the classroom? Edtech Live. Podcast retrieved from http://www.edtechlive.com

  33. References Edmodo. (2012). Edmodo features. Retrieved from https://www.edmodo.com Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. Georgia Department of Education. (2011). Nets-s performance tasks. Retrieved from https://www.georgiastandards.org/standards/Pages/NETS-S-Performance-Tasks.aspx Hew, K. F. & Brush, T. (2006). Integrating technology into k-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Technology Research Development, 55, 223-252. doi:10.1007/s11423-006-9022-5 Lopes, V. M. (2008). Course management systems and campus-based learning. Canadian Society for the Study of Higher Education 29,1-74. Retrieved from http://search.proquest.com/education/docview/203488455/fulltext/137CEA9573B6D9118C0/1?accountid=15017

  34. References National Science Foundation (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge. Washington, DC: National Science Foundation. Retrieved from: http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2010). K-12 teachers: Technology use and the second level digital divide. Journal of Instructional Phychology. Retrieved from http://findarticles.com/p/articles/mi_m0FCG/is_3-4_38/ai_n58615479/ Rosen, L.D. (2010), Rewired: Understanding the igeneration and the way they learn. New York, NY: Palgrave Macmillan. Shapley, K., Sheehan, D., Maloney, C., Caranikas-Walker, F., (2010). Effects of technology immersion on teachers’ growth in technology competency, ideology, and practices. J. Educational Computing Research, 42(1), 1-33.

  35. References The Elementary Teachers’ Federation of Ontario (2012). Teacher Workload: Juggling the increasing demands of the job. PRS Matters Bulletins. Retrieved from http://www.etfo.ca/ADVICEFORMEMBERS/PRSMATTERSBULLETINS/Pages/Teacher 20Workload 20- 20Juggling 20the 20Increasing 20Demands 20of 20the 20Job.aspx. Thorburg, R., & Hill, K. (2004). Using internet assessment tools for health and physical education instruction. TechTrends, 48(6), 70. Twenty-First Century Workforce Commission (2000). A nation of opportunity: Building america’s 21st century workforce. Retrieved from: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1003&context=key_workplace

  36. Special Thanks • Dr. Linda Haynes • Dr. Laura Willox • Sharon Synan • Donna Eskutt • Dr. Edward Helton • Dr. O.P. Cooper • Mr. Wayne Weaver • Administrators and Faculty of LFO High School • Catoosa County School System

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