TECHNOLOGY FOR TEACHING AND LEARNING: TOOLS YOU CAN USE RIGHT NOW Twyman, NAC2015 Janet S. Twyman UMass Medical School & the Center on Innovations in Learning CIRCA 1990 FRED S. KELLER SCHOOL, YONKERS NY • EdTech & Evidence • Evaluation Rubrics • Hands On App Reviews • Learning Management Systems • Creating Your Own • Hardware • Curation & Review Sites • Staying Informed THE PLAN FOR TODAY WHAT WE HOPE TO COVER apps resources evidence demos data accessibility safety device type os features ownership prof. dev. tech plan cost-benefit procurement full privacy/security WHAT ALSO SHOULD BE learner interest CONSIDERED & ability Go to: kahoot.it No need to download app Type in a nickname ED TECH TO ENHANCE TEACHING & LEARNING IS TECHNOLOGY EFFECTIVE? • To do what? • With whom? By whom? • Under what conditions? • With what learning outcomes? (compared to…?) http://files.eric.ed.gov/fulltext/EJ848688.pdf A NON-SCIENTIFIC CONSIDERATION OF THE EVIDENCE FOR MOST APPS Amount more less Opinion PerObs AB SSD RCT Type ACKNOWLEDGEMENT OF EVIDENCE proactivespeech.wordpress.com/ 2012/10/10/ ipad-apps-can-support-evidence- based-practice/ http://smartyearsapps.com/ evidence-based-practice/ EVIDENCE OF EFFECTIVENESS PAUCITY OF PUBLISHED RESEARCH Evaluation of evidence-based practices in online learning. US DOE (2010) An introduction to the evaluation of learning technology. Educational Technology & Society (2000) Medical apps for smartphones: Lack of evidence undermines quality and safety Evidence Based Medicine (2013) EVIDENCE OF EFFECTIVENESS PAUCITY OF PUBLISHED RESEARCH EVIDENCE BASED TEACHING KERNELS LINDSLEY, KELLER, SKINNER EVIDENCE BASED TEACHING KERNELS EMBRY & BIGLAN (2008); TWYMAN (2014) Active Student Responding Group Contingencies (GBG) choral responding dependent guided notes independent response cards interdependent Behavioral Momentum Incidental Teaching Behavioral Objectives Modeling and Imitation Chaining Observational Learning backward, forward Planned Ignoring total task Premack Principle Contingent Attention & Approval Public Posting Contingency Contract/Behavior Contract Priming, Prompting, and Fading Data-based Decision Making Reinforcement Schedules Differential Reinforcement Response Cost Errorless Learning Shaping Exclusion Stimulus Control Procedures Feedback (Immediate) Stimulus Discrimination Procedures Fluency Task Analysis Functional Behavior Analysis/Assessment Time Delay General Case/Multiple Exemplar Training Timeout Generalization Token Economy MINIMAL “EB” CRITERIA FOR APPS • Clear and Relevant Learning Objectives • Clear Contingent Feedback • Instruction that adapts • Mastery-Based • High Rates of Active, Meaningful Responding • Measurement, Performance Reports, Actionable Data • Attention to Principles Adapted from Mahon (2014) “If research-tested programs are not available, then use those informed by evidence and measure, measure, measure.” GOOD INSTRUCTION IN ACTION HEADSPROUT EARLY READING RUBRICS FOR EVALUATING APPS App Name: Educational App Evaluation Rubric Purpose for App: 4 3 2 1 Relevance The app’s focus has a strong The app’s focus is related to Limited connection to the Does not connect to the connection to the purpose for the purpose for the app and purpose for the app and may purpose for the app and not the app and appropriate for the mostly appropriate for the not be appropriate for the appropriate for the student student student student Customization App offers complete flexibility to App offers some flexibility to App offers limited flexibility to App offers no flexibility to meet alter content and settings to alter content and settings to adjust content and settings to student needs meet student needs meet student needs meet student needs Feedback Student is provided specific Student is provided feedback Student is provided limited Student is not provided feedback feedback feedback Thinking Skills App encourages the use of App facilitates the use of higher App facilitates the use of mostly App is limited to the use of higher order thinking skills order thinking skills including lower order thinking skills like lower order thinking skills like including creating, evaluating, evaluating, analyzing, and understanding and understanding and and analyzing applying remembering remembering Usability Student can launch and Student needs to have a Student needs to be cued each App is difficult to operate or operate the app independently teacher show or model how to time the app is used crashes often operate the app Engagement Student is highly motivated to Student uses the app as Student perceives app as Student avoids the use of the use the app directed by the teacher “more schoolwork” and may be app and might complain when off-task when directed to use its use is required the app Sharing Specific performance summary Performance data or student Limited performance data or No performance summary or or student product is saved in product is available in app but student product is not student product is saved app and can be exported to the exporting is limited and may accessible teacher or for an audience require a screenshot Tony Vincent Rubric based on one edited by Kathy Schrock and originated by Harry Walker c b 3a learninginhand.com/rubric ievaluate%app%Rubric Goal:%%What%goal%from%students%IEP/504%does%this%app%need%to%support? Name%of%App: developer Content%/%Topic developer%Website: Date%reviewed Version: Last%up%date:% Review%by: Date: Cost: 1%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%2%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Fair% 3%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 4%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% Domain Weak%Quality Quality Good%Quality High%Quality Curriculum%Connection% Does%not%meet%expectation Limited%or%narrow%scope%of%the% Skills%or%concept%are%practiced% Very%strong%connection%to%the% topic.%%Under%developed. and%reinforced.%%Limited%level% skill%or%concept%being% of%consideration. practiced.%%Levels%of% consideration%offered. Type%of%Skills%practices No%skill%practice%only% Skills%are%practiced%in%gaming% Simulated%learning% Problem%based%learning%with% "flashcard"%drill format. environment%(virtual%tasks).%% simulated%environment.%% Scaffolds%activities%(Beginner%S% Program%monitors%and% Advance) advances%difficulty. Age%and%Grade%Level Level%is%not%appropriate%for% Level%is%often%too%easy%or% Level%is%appropriate%but%some% Level%is%appropriate%for%target% audience.%Not%suitable%for%age% difficult%for%target%audience.% portions%maybe%to%easy%or% audience%(age%and%grade).% or%grade%level.%Directions%are% Features%unsuitable%material.% difficult.%Most%directions%are% Directions%are%clear%and% incomplete%or%inadequate Directions%are%unclear. clear%but%some%are%confusing. complete. Languages More%than%one%language 2S3%languages 4S5%languages 6%or%more%languages Adjustable%levels Only%1%level 2%S3%levels 4S5%levels More%than%5%levels Prompts No%feedback%offered%moves% Prompt%is%limited%to%indicating% Prompt%is%specific%S%preSset% Prompt%is%specific%S%can%set% forward%with%correct%or% wrong%answer.%Student%needs% number%of%tries%(can't%edit)% number%of%tries%S%%there%is%a% incorrect%responses to%get%it%right%to%move%forward before%student%moves%forward tutorial%to%help%student Ease%of%Use Very%difficult%to%use.%Limited%or% Student%needs%to%be%cued% Student%needs%support%(model)%Intuitive%student%can%figure%out% no%instructions.%Student%needs% through%the%process. from%adult%or%another%peer independently support%on%every%use Engagement% Does%not%meet%expectation Held%the%individual%attention% Held%the%individual%attention% Held%the%individual%attention% for%more%than%2S3%minutes for%more%than%5%minutes for%more%than%10%minutes Sub%total 1%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%2%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Fair% 3%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 4%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% Domain Weak%Quality Quality Good%Quality High%Quality Customization None Can%turn%prompts%off%and% Add%your%own%items%and% All%features%are%customizable% music prompts including%fonts. Alternative%Access Has%no%access%to%alternative% Specific%interface%access%and% App%works%with%at%least%2% App%works%with%3%or%more% sources works%consistently access%tools%works%consistenly access%tools.%Is%consistent. Data%Collected No%data%offered. Data%is%collected%in%percentage% Data%is%collected.%Number%of% Data%is%collected.%Number%of% only.%Data%cannot%be%printed% correct%%against%total%attempts.% correct%and%incorrect% or%stored. Can%be%printed. responses%against%total% attempts.%Can%be%stored%and% printed. National%Curriculum No Yes Gender%Neutral% No Yes When%was%the%app%updated a%year%or%more within%the%last%9%months within%the%last%6%months within%the%last%3%months Sub%total%from%this%page%1 Sub%total%from%this%page TOTAL%______%/14 Count%the%total%of%points% divide%by%14 Rating: Suitable%for%specific%use Satisfactory Highly%recommend Exceeds%expectations Strengths%of%the%APP: Weakness%of%the%APP: Skills%individual%needs%to%have%or%learn%before%use: Alternative%apps%to%consider !Copyright!©!2011!!Jeannette!Van!Houten.!Adapted!from!H.!Walker!for!special!education!app!selection.!This!document!and!translations!of!it!may!be!copied!and!furnished!to!others,!and!derivative!works!that!comment!on!or! otherwise!explain!it!or!assist!in!its!implementation!may!be!prepared,!copied,!published!and!distributed,!in!whole!or!in!part,!modified!without!restriction!of!any!kind,!provided!that!the!above!copyright!notice!and!this!paragraph!