Week 2 Article Reflections (January 20th)
This week, we were asked to read and reflect on three articles from Special Issue: Systematic Reviews of Research on Emerging Learning Environments and Technology. Educational Technology Research and Development (ETR&D). The three articles I chose are listed below, along with my thoughts. I hope you enjoy reading my reflections, and I look forward to chatting with you in the comments below!
Article 1: Social media, teenagers, and the school context: a scoping review of research in education and related fields
While reading through this study, I had several thoughts surrounding my own use of social media, using social media in my career as a teacher, and using social media as a high school student in 2016. I grew up in a time when social media was on the rise. I had my first smartphone in middle school and quickly joined all apps like Facebook, Instagram, and even Snapchat. What once seemed fun and innocent quickly became something I needed to use with guidance. Dennen et al. (2020) main focus was to examine how social media impacts teenagers within the context of school. They found hundreds of research articles on the topic and divided them into categories such as academics, social, and emotional implications of use. The topic they found the most research on was using social media as a teaching and learning tool (pg. 1645). This is the topic I resonated with the most. In my senior high school English class, our teacher had us use Twitter for multiple reasons. We would search the texts we read in class, share our thoughts, and generally connect with others about what we were learning. It was a much different way of using social media than I had in the past, which was for entertainment purposes. I appreciated learning about the uses of a tool like Twitter for this purpose because it led me to use it in the same way in the future when I became a teacher. I now will look up topics on X (Twitter) or Instagram so that I can improve my 4th-grade classroom. Social media can be a negative place when you take into account situations of Cyberbullying (pg. 1647); however, if we teach students the proper uses, it can also be such a helpful tool for them.
Article 2: The impact of gamification in educational settings on student learning outcomes: a meta‑analysis
Gamification is a relatively newer concept to me. I have had experience with it in a previous class, but it is not something I have assigned to my students. While I see its benefits, I struggle with finding the time as a teacher to create something like it on top of my miles-long and never-ending to-do list. If you use gamified learning in your classroom, I would love to hear examples of it and how you created it for students! My experience with it is educational websites my students visit that work to meet them where they are. Some we currently use that our district approves are Edmentum, Imagine Learning, and Boddle. These three sites provide a learning path for students based on a baseline assessment. Then, students answer questions and get to play a "game" along the way. I noticed that there is always a leaderboard of sorts. Huang et al. (2020) suggest that leaderboards may not always lead to the desired learning outcomes (pg. 1894). I found this surprising because the majority of my students love a leaderboard. However, this finding did have me reflecting on some students of mine who often get overwhelmed by competitions of any kind. I will definitely be thinking of them more as I move forward with gamification in my classroom.
Article 3: The influence of mobile technologies on Preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019
In the fall of 2023, I took a class on Technology Infused Curriculum (W540). One of the main topics we learned about was the Triple E framework. You can read more about this here: https://www.tripleeframework.com/ The main pillars of this framework are Engage, Enhance, and Extend. Engagement always stuck out to me because it surrounds the actual "time on task" students spend on an assignment. You can put a mobile device in front of a student; however, after about 10 minutes, they tend to zone out or are less productive. Eutsler et al. (2020) found this to be similar. When these technologies are used effectively, they can show significant gains in literacy for students. Effective use would come from teachers and parents assisting students in using the apps and encouraging growth. Another substantial part of the Triple E framework is enhancement. This component focuses on the ability for students to have exposure to the content beyond the initial engagement. Additionally, it's where you focus on "value-added" instruction. This type of instruction uses technology to aid, assist, or scaffold learning in a way you cannot with traditional learning. Lastly, extension is where teachers can look for ways to connect student learning to the real world. This helps students connect more to their knowledge instead of it being confined to their classroom. If you have any experience with the Triple E framework or experience using mobile technologies in your classroom, I'd love to chat in the comments!
References:
Dennen, V. P., Choi, H., & Word, K. (2020). Social media, teenagers, and the school context: A scoping review of research in education and related fields. Educational Technology Research and Development, 68(4), 1635–1658. https://doi.org/10.1007/s11423-020-09796-z
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., & Li, J. H. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68(5), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68(4), 1903–1929. https://doi.org/10.1007/s11423-020-09798-x
Your reflections on the role of social media in education provide a well-rounded perspective on its potential and challenges within the school context. It's interesting to see how your personal experience with social media evolved from entertainment to an educational tool, demonstrating the dynamic nature of these platforms. The use of Twitter in your high school English class to engage with literature highlights how social media can be leveraged for collaborative and interactive learning experiences. Your acknowledgment of both the positive aspects and challenges, such as cyberbullying, underscores the importance of providing students with proper guidance. Balancing the benefits of social media with the risks requires thoughtful integration and monitoring, ensuring that it serves as a meaningful educational resource.
ReplyDeleteSimilarly, your thoughts on gamification in education resonate with the challenges and benefits many educators face. While gamification can be a powerful motivator, the practical difficulties of implementing it effectively within a busy teaching schedule are understandable. Platforms like Edmentum and Imagine Learning provide accessible solutions, yet your insight into the potential drawbacks of leaderboards sheds light on the need for a more inclusive approach that supports all learners. Considering the diverse responses students have to competition, incorporating alternative motivational strategies such as collaboration and personalized rewards could enhance the overall effectiveness of gamification. Your openness to exploring these aspects further reflects a thoughtful approach to integrating technology in ways that benefit diverse learners.
Your analysis of mobile technologies in early childhood literacy, guided by the Triple E framework, presents a strategic approach to maximizing student engagement and learning outcomes. The framework’s focus on engagement, enhancement, and extension offers a solid structure for ensuring that technology use is intentional and beneficial. Your recognition of the importance of sustained teacher and parental support in maintaining student focus is particularly insightful. The emphasis on using technology to extend learning beyond the classroom into real-world applications is a valuable takeaway, highlighting the potential of digital tools to create meaningful, long-lasting educational experiences. Your reflections encourage a balanced and purposeful approach to technology integration, ensuring it truly enhances student learning rather than serving as a mere digital distraction.
Regarding gamification, after reading the same article as you, plus the article by Chen et al. (2020) on the effects of competition on digital game-based learning, I might suggest that it is possible educators are spending their time in the wrong spot when incorporating gamification into education. I know when I was a teacher, I incorporated leaderboards and competition because it seemed to be what the students liked the most, but now question if it was the most effective use of time and energy.
ReplyDeleteIf I were still teaching, I would think about how I could include quest/missions into learning. For example, maybe developing a module on adding 3 and 4 digit numbers together, with the main quest being related to the overall objective outcome. Then, my stations or activities are side quests that must be completed. As the learners complete the side quests, maybe they do get a badge, or "tool," that helps them complete the main quest. The side quests can be completed in a specific order, or maybe random order. The side quest might include single digit addition, single and double digit addition, maybe practice with a calculator or AI, and looping in other subjects where they fit.
Implementing this does seem a bit daunting. Some possible advice, start small and don't do it all at once. Pick one objective/area and start there, get the gamification strong in one place, then branch out to another. Another idea, use AI to help brainstorm strategies for implementing and to create lesson plans with gamification.
Here is an example, not sure it is perfect, but is a starting point.
DeleteMy Prompt: Create a math lesson plan on adding 3 and 4 digit numbers that includes quests an element of gamification
Copilot Response: Absolutely! Here's a math lesson plan for adding 3 and 4-digit numbers, incorporating quests to gamify the learning experience.
### Lesson Plan: Adding 3 and 4-Digit Numbers with Quests
#### Objective:
Students will learn to add 3 and 4-digit numbers accurately and efficiently through engaging quests.
#### Materials Needed:
- Whiteboard and markers
- Number cards (3-digit and 4-digit numbers)
- Quest maps (custom-made for the lesson)
- Quest cards with addition problems
- Worksheets for practice
- Small rewards (stickers, stamps, etc.)
#### Introduction (10 minutes):
1. **Warm-Up Activity**: Start with a quick mental math exercise. Ask students to solve simple addition problems mentally (e.g., 23 + 45, 67 + 89).
2. **Review**: Briefly review the concept of place value and how it applies to addition.
#### Direct Instruction (15 minutes):
1. **Explain the Steps**:
- Line up the numbers by their place values (units, tens, hundreds, thousands).
- Start adding from the rightmost digit (units) and move left.
- Carry over any value greater than 9 to the next column.
2. **Example Problems**: Solve a few example problems on the whiteboard, explaining each step clearly.
#### Guided Practice (15 minutes):
1. **Group Activity**: Divide students into small groups. Give each group a set of number cards.
2. **Quest Instructions**:
- Each group receives a quest map and quest cards with addition problems.
- Students solve the problems to advance on the quest map.
- The group that completes the quest first wins a small reward.
#### Independent Practice (15 minutes):
1. **Worksheets**: Provide worksheets with a variety of 3 and 4-digit addition problems for students to solve independently.
2. **Peer Review**: Have students exchange worksheets and check each other's work.
#### Gamification Element (20 minutes):
1. **Quest Adventure**:
- Create a quest map with different checkpoints leading to a treasure.
- Each student or group solves addition problems to move from one checkpoint to the next.
- At each checkpoint, they receive a clue or a small reward.
- The first to reach the treasure wins a prize.
#### Conclusion (10 minutes):
1. **Review and Reflect**: Go over a few problems from the worksheets as a class. Discuss any common mistakes and how to avoid them.
2. **Q&A**: Allow students to ask questions and clarify any doubts.
#### Homework:
Assign a set of addition problems for homework to reinforce the day's lesson.
#### Assessment:
Evaluate students' understanding through their performance in the group activity, independent practice, and the quest adventure.
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Feel free to adjust the timing and activities based on your students' needs and classroom dynamics. Have fun teaching and questing! 😊
Would you like any additional resources or tips for this lesson?
Your reflection about social media, gamification, and Triple E framework are intriguing. I have no experience in gamification and framework, but it was great to see Dustin shared his exploration in Copilot about gamification lesson design! I would be curious about your plan to use social media topic to improve 4th-grade classroom teaching, would you like to share a bit more about it? (such as what's your goals/objectives etc.)
ReplyDeleteReflect on one's experiences and relate that to the readings. That is how we build on prior knowledge. That is how we learn. And that is what you did Emilee. You said, "The topic they found the most research on was using social media as a teaching and learning tool (pg. 1645). This is the topic I resonated with the most. In my senior high school English class, our teacher had us use Twitter for multiple reasons. We would search the texts we read in class, share our thoughts, and generally connect with others about what we were learning. It was a much different way of using social media than I had in the past, which was for entertainment purposes." You know, if every week you thought of 1-2 ways to use social media for valuable educational activities, then this course will have served a very useful purpose. Keep thinking back. Keep thinking ahead. And write ideas down when you have them and expand on this later. You can always contact Vanessa Dennen.
ReplyDelete