PowerPoint Presentation

Effective Use of Classroom Management SystemsLori Moore

University of West Georgia IntroductionIs a Classroom Management System such as Edmodo an effective tool in the classroom?

Introduction ContA program such as Edmodo is a newtechnology 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 presentationIntroduction ContResearch Questions:Do teachers feel Edmodo is an effective tool for them in the classroom?What are teacher perceptions on whether Edmodo helps most teachers be more effective in the classroom?What barriers have teachers faced with integrating Edmodo in teacher practices?What features of Edmodo do teachers feel are most valuable?

Introduction ContPossible barriers include:Lack of technology specific trainingLack of timeLack of basic computer knowledgeLack of access to computersEquipment issues (hardware and software)Feeling that Edmodo is not an effective toolIntroduction ContFeatures of Edmodo:Collaboration: secure chat student/student or student/teacherGroup DiscussionInstructional Materials (documents, videos, web links, etc.) Turn in AssignmentsIndividual Classes with Secure CodesPost GradesPoll StudentsCreate Quizzes and Show Results

Literature ReviewImportance 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. Literature ReviewTwenty-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.

Literature ReviewRole Technology Should PlayIn 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?Literature ReviewRole Technology Should PlayIn 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.Literature ReviewBarriers 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. Literature ReviewClassroom Management SystemsExamples: 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.

Literature ReviewClassroom 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.MethodologySixty-eight teachers were invited to attenda 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 classroom in order to examine:

Current usageInterestBarriersVarious features related to classroom management systems

MethodologyMixed methods studyQualitative observation & interviewQuantitative online survey

Qualitative research strengthened the research by adding validity and richness to the quantitative results.MethodologyThe 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.

MethodologyProcedure

Invitation to come to the mini-workshopMini-workshop was held after schoolObservation notes were takenOnline participant survey 2 weeks after workshopThree interviews CTAE Supervisor, CTAE Teacher, Non-CTAE teacherMethodologyValidation

Interpretive/Truth ValueTriangulationObservation Attitudes, willingness, and abilitySurveyDescriptive StatisticsLikert-type questionsChecklist questionsOpen-ended questionsYes-no questionsInterview Keywords, common themes to analyze and organize data18MethodologyValidation, cont

Neutrality/confirmabilityBias Interviews strengthened survey resultsConfidentiality statement with surveyResults anonymous (one exception with permission was the CTAE Director)

Consensual Validity Interviews strengthened survey resultsMethodologyValidation, cont

Referential/Outcome/Applicability/Dialogic

Interviews strengthened survey resultsConfidentiality statement with surveyResults anonymous (one exception with permission was the CTAE Director)MethodologyLFO High School Demographics: 2011-2012

One of three high schools in Catoosa County School District

According to the 2012-2013 School Improvement plan:2011-2012Approximately 1,150 students53.1% of students on free and reduced lunchResultsEdmodo was found to be a tool that isvaluable 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.Results, Cont...Results, Cont...Results, Cont...Results, Cont...Results, Cont...DiscussionEdmodo 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 commentsEquipment or software issuesDiscussion, contValidity - 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: Discussion, contSolutions to implementation:

Interview of CTAE Director:

Mandate professional developmentFollow-up with evaluation

Discussion, contPrincipal investigator:Professional development should be time-efficientOnline options should be used when appropriate to allow teachers flexibility with training.Provide choices for technologyChoose wisely tools, such as Edmodo that eliminates largest barriers. ReferencesBerkman Center 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

ReferencesEdmodo. (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=15017ReferencesNational 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.

ReferencesThe 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 americas 21st century workforce. Retrieved from: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1003&context=key_workplaceSpecial ThanksDr. Linda HaynesDr. Laura WilloxSharon SynanDonna EskuttDr. Edward HeltonDr. O.P. CooperMr. Wayne WeaverAdministrators and Faculty of LFO High SchoolCatoosa County School System