Databases and Spreadsheets

Spreadsheets and databases have become staples of todays computing world. They are used across many industries as productivity tools and across many disciplines in the classroom as educational tools. But what exactly are Spreadsheets and databases?

Spreadsheets and databases are both tools which can be used to store and manipulate large amounts of data quickly and efficiently. Both spreadsheets and databases, employ a table based data storage system and both allow you to do basic data manipulation functions such as arithmetic functions and sorting (Roblyer, 2006; Thorsen, 2003). However these two tools do offer different affordences.

According to the Merriam-Webster Online Dictionary (2010), a spreadsheet is the electronic equivalent of an account's ledger book. While electronic spreadsheets can be used as a ledger for the purpose of organizing numerical data, they can also be used for much more. Roblyer (2006) expands their usefulness to include the manipulation of said data which can include basic arithmetic calculations, charting, and more complex functions. Spreadsheets can aid in the collection, organization, and display of data. In the classroom, spreadsheets offer relative advantage to paper based numerical collection and data manipulation methods. For example, a spreadsheet can facilitate class wide collection of data points allowing an instructor to demonstrate statistics and variation to a class quickly and easily. Spreadsheets can also assist students who have difficulty in arithmetic calculation to manipulate a dataset; this takes the focus off of the student's mathematical ability allowing them to focus on applying higher order thinking skills to the content being presented (Thorsen, 2003).

Databases differ from spreadsheets in their intended purpose. While Databases can preform many of the functions that a spreadsheet can, a database is "usually [a] large collection of data organized especially for rapid search and retrieval" (Merriam-Webster Online Dictionary, 2010). Databases can also be comprised of many tables linked together to facilitate data storage and retrieval (Wikipedia, 2010). Unlike spreadsheets, the data display options in a database are typically not as robust as in a spreadsheet. However, databases make up for this in increased flexibility in the types of data that can be stored, text as well as numbers, and in an end user's ability to query the data. Data querying allows a database user to ask more complex questions (those based off of multiple variables or factors) of a database than one can ask of a spreadsheet (Roblyer, 2006). Through the use of queries, student database users gain "useful skills in searching for and using information (Roblyer, 2006)" that is relevant to the questions being posed to them in the classroom. As with the spreadsheet, databases allow students to exercise higher order thinking skills as they tackle their assignments.

As spreadsheets and databases become staples of todays computing world they also become staples in our classrooms. Both tools can be used to support higher order thinking skills in the classroom empowering students to begin synthesizing, analyzing, and applying the data available to them in order to address their academic assignments. While these tools are distinct they both offer relative advantage in the classroom as they empower both the instructor as well as the student.

References:

database. (2010). In Merriam-Webster Online Dictionary. Retrieved February 20, 2010, from http://www.merriam-webster.com/dictionary/data base

Relational Database. (2010). In Wikipedia. Retrieved February 20, 2010, from http://en.wikipedia.org/wiki/Relational_database.

Roblyer, M. D. (2006). Integrating Educational Technology into Teaching (4th Edition). Prentice Hall.

spreadsheet. (2010). In Merriam-Webster Online Dictionary. Retrieved February 20, 2010, from http://www.merriam-webster.com/dictionary/spreadsheet

Thorsen, C. (2003). TechTactics: instructional models for educational computing. Boston: Allyn and Bacon.

Software in the Classroom: Where is the Benefit?

In today's technological culture there is a dizzying array of softwares and technologies that instructors in the classroom can choose from; everything from integrated learning softwares to home-brewed web applications are available in an almost instantaneous fashion. With all of these softwares available how does an instructor make an informed choice and where is the benefit? As is the case with the integration of any technology into the classroom, software integration must be carefully considered to ensure that the software in question is providing you with value added, or relative advantage, in the classroom.

Relative Advantage can be described as the affordances that are particular to a specific piece of software or technology. Relative Advantage is the "stuff" that a particular technology allows you to do that you could not do otherwise. There are several excellent resources available out the to help you locate softwares that might be a good fit for your classroom and offer a number of relative advantages. Here are some great examples:

Load em' up: Best software in the education world: http://www.educationworld.com/a_tech/tech102.shtml

and

Evaluating Software for the Classroom: http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/30

However, if these resources do not work for you, try putting together your own relative advantage chart! Need an example to model off of? Here is one that was created on the relative advantages for technologies in an introductory college biology class:

http://edtech2.boisestate.edu/caronj/541/Rel-Advg.html

If you would like to add your own examples to this chart pleas use the form found here:

http://spreadsheets.google.com/viewform?hl=en&formkey=dFppSVFiWkEtc3lES1JyQ0plNzdmREE6MA .

You could also use this form as a template to guide you in your own determination of the relative advantages of a particular piece of software!

What is technological literacy?

In order to be a fully functional part of society in the 20th century individuals needed to be both literate and numerate; that is to say that the needed to be able to both read and compute at a basic level that allowed them to participate in everyday activities. While this definition of literary held true for over a century, the changes in our society brought about by technology now require a new kind of literacy. This new literacy is being referred to as technological or 21st Century literacy. This sentiment was summarized by the 21st Century Workforce Commission by saying, “In the 20th Century, the benchmark for literacy was meeting a basic threshold of reading, writing, and mathematical computing ability. This literacy level was sufficient for the Industrial Age, but today’s jobs require these basics kills as well as a higher level of academic, workplace, and technical skills. The literacy bar was raised decade by decade during the last century, and continues to rise.” (p 22). But what exactly is technological literacy and what does a person who is technologically literate look like?

Technological Literacy can be, and is, defined in many ways. However despite the differences in language all definitions seem to agree that in order to be considered technologically literate an individual must be able to access and interpret digital information, use digital tools in ways that are efficient and appropriate the situation, and evaluate and synthesize digital information (Jones-Kavalier and Flannigan, 2006; ITEA, 1996). Jones-Kavalier and Flannigan (2006) digital literacy as “…a person’s ability to perform tasks effectively in a digital environment, with “digital” meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.”

In defining Technological literacy, a picture of the capabilities of a technologically literate individual is also formed. The technologically literate person has the skills necessary to interact with all the different forms of Information Communication Technologies (ICT) that we are bombarded with on a daily basis. Additionally, according to the 21st Century Workforce Commission (2000), technologically literate persons “…are skilled in the safe use of the technological processes that are lifelong prerequisites for their careers, health, and enjoyment.” Technological literacy is fast becoming a requirement in the 21st century as our live become more ever more permeated with ICT. While “Literacy, in any form, advances a person’s ability to effectively and creatively use and communicate information (Jones-Kavalier and Flannigan, 2006),” being numerate, literate as well as technologically literate is essential in this 21st century digital environment.


References:

International Technology Education Association (ITEA). Technology For All Americans: A Rationale and Structure for the Study of Technology. Reston, Virginia. International Technology Education Association, 1996. Retrieved from: http://www.iteaconnect.org/TAA/PDFs/Taa_RandS.pdf

Jones-Kavalier, Barbara R., & Flanigan, Suzanne L. (2006). Connecting the Digital Dots: Literacy of the 21st Century. EDUCAUSE Quarterly, 29(2), Retrieved from: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395

U.S. 21st Century Workforce Commission (2000). A Nation of Opportunity: Building America's 21st Century Workforce. Federal Publication; Washington, DC. Retrieved from:
http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1003&context=key_workplace

What are courseware and digital content types for mathematics?

The field of Mathematics uniquely lends itself to the use of digital content types to aid in the display and manipulation of instructional materials. There are several ways to define the different content types for mathematics. In their article Re-examining categories of computer-based learning in mathematics education Handal and Herrington (2003) examine a framework for the classification of digital tools being employed in mathematics education today. The framework they present is based off of earlier works by several authors (see Luehrmann, 2002 and Deubel, 2010) and defines six key categories of mathematical instructional technologies: Drills, Tutorials, Games, Simulations, Hypermedia, and Open Ended Learning Environments. What follows is a brief description of each category and an example. The format of this post is structurally based off of Handal and Herrington’s framework.

Drills

Math Drills are common in most lower level math classes. They present students with a method of repeatedly practicing a basic skill in order to increase their mastery. Drills vary widely in their presentation format from basic worksheets to interactive games. Here are some examples:

MathDrill.com: http://www.mathdrill.com/MathApp.php3
Number Munchers: http://www.numbermunchers.org/muncher.html
Math Magician: http://resources.oswego.org/games/mathmagician/cathymath.html

Tutorials

Math tutorials differ from drills in that they typically aim to not only allow a student to practice a skill but to also introduce new skills. Math tutorials also vary in their presentation from text books to interactive simulations. Here is an example:

Visualmathlearning.com: http://www.visualmathlearning.com/pre_algebra/chapter_8/chap_8.php

Games

Educational gaming is a movement that is gaining in acceptance in many educational settings. According to Handal and Harringron (2003), “In a game situation the learner engages in a lose/win situation that requires the practice of skills assumed to be known or in the process of development.” Many free math based games are available on the web. Here are some examples:

Coolmath-games.com: http://www.coolmath-games.com/0-feed-fribbit-addition/index.html and http://www.coolmath-games.com/lemonade/
Themathgames.com: http://themathgames.com/

Simulations

Simulations differ from games in that they attempt to present students with a representation of a real world situation. For example a simulation of an audio wave may allow you to change parameters such as pitch to view the resulting change in the waveform and mathematical function. More complex mathematical simulations are available online such as:

The stock market: http://www.smg2000.org/

and

NASA simulations: http://www.knowitall.org/nasa/simulations/math.html


Hypermedia

Like Computer based instruction, hypermedia based instruction is a full features educational tool designed to aid the student in learning new concepts. Hypermedia tools are adaptive and use the student’s achievement to provide them with level appropriate challenges. The AssistMENT program is one example of a Hypermedia Base Instructional system: http://www.assistments.org/.


Tools and Open-Ended Learning Environments

There are also many other tools that aid both the student and the instructor in the learning and teaching of math. Examples include: spreadsheets, databases, and calculators.

The examples presented here are just the beginning! There are many additional tools available to you for integrating digital content into your mathematics lessons that can be found using a quick web search.


Deubel, P (2010). Technology integration: Essential questions. Retrieved February 7, 2010, from the Computing Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm

Handal, B., & Herrington, A. (2003). Re-examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education [Online serial], 3(3). Available: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm

Luehrmann, A. (2002). "Should the computer teach the student..."— 30 years later. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Retrieved May 28, 2003, from http://www.citejournal.org/vol2/iss3/seminal/article2.cfm

Seeing the Positive Side

The Positive Impact of Technology on Teaching and Learning:

Why Technology is Important in Today’s Classrooms

The endeavor to integrate technology into the classroom is not a new one; to the contrary, educational technology integration is a movement with a rich past. Beginning in the 1920s with the video augmentation of classroom materials, educators have been integrating technology into the classroom for the better part of the 20th century and each chapter of our history has had its own unique impact on educational technology. Today computers, internet access, and other technology tools have become commonplace in schools across the United States (U.S. Department of Education, Office of Educational Technology, 2004) and the positive benefits of technology integration is being revealed. Instructors over have long felt that the classroom experience of their students is enhanced with technology; history and research have shown us that this is true. The integration of technology into teaching and learning can have a direct positive impact on both teaching (Fouts, 2000) and learning (CEO Forum on Education and Technology, 2001; Prensky, 2008) which benifits both the student and the instructor.

The integration of technology into the classroom does not simply mean placing a computer into the room, as the mere presence of technology does not impact everyday teaching and learning. Rather, integration takes technology out of the supplemental role (e.g. a computer in the classroom that is used as a reward or for administrative functions) and makes it integral to classroom activities (e.g. computers in the classroom that are used to meet instructional objectives). The key to this type of integration is pedagogically sound instructional design which allows instructors select technologies that support both the content and sutdent learning objectives (Fouts, 2000). Technology can be used to support student learning at all stages from lower to higher order thinking skills (LOTs to HOTs). When we use technology as a tool in support of learning objectives, already effective teaching models are reinforced and strengthened (Fouts, 2000).

As more and more instructors are integrating technologies into their curriculums in support of their teaching and learning objectives it is important to ask ‘what is the impact of technology on learning?’. The corollary to technology’s support of instruction in the classroom is technology’s support of student’s learning and achievement. Today’s students have come to expect, and in some cases demand, the integration of technology in their classrooms. Most of today’s students are younger than the PC, they place value on being constantly connected both in their social lives as well as in their education (Frand, 2000; Prensky, 2008). The millennial generation of students has come to expect technology in their education and, while expectations alone are not valid support for the value of technology integration, the research does support these expectations.

Statistics from the CEO Forum on Education and Technology and research conducted by the U.S. Department of Education both indicate that learning with technologies, such as computer toutoring programs, has a direct positive impact on measurable outcomes such as final grades and test scores (CEO Forum on Education and Technology, 2001; U.S. Department of Education, Office of Educational Technology, 2004). Technology use can also enhance the student experience improving their overall perception of both content and instruction. The use of computers in classroom instruction has been shown to significantly improve student attitude scores towards content and instruction. Aside from increasing student engagement with classroom materials, the improvement in student attitude has several beneficial side effects such as reducing student boredom levels (Cotton, 1991).Technology is a medium that our current generation of students is very familiar and comfortable with. The benefits of integrating technology into the classroom go well beyond catering to student preference. The demonstrated benefits of technology integration are far reaching, from improved grades to decreased boredom, and highly positive.

The positive impact of technology on education can be seen in today’s classrooms. Currently, there is no indication that this positive impact will be diminished with time. While it is important that we gauge impact and outcomes by taking a retrospective look at technology in education, it is also important that we continue to look forward. It is of utmost importance that we continue to prepare our students for the future; our charge is to supply our students with the digital literacy skills and digital collaboration skills that will be of utmost importance to their futures (CEO Forum on Education and Technology, 2001). In the article Turning on the lights Marc Prensky summarized this charge by stating:

“Understand where kids are going—that is, into the future—and help them get there. “Most of us prefer to walk backward into the future,” said management thinker Charles Handy, “a posture which may be uncomfortable, but which at least allows us to keep on looking at familiar things as long as we can.” Covering the material and preparing kids for the test is not preparing them for the future. To find out the skills students need, look, for example, at the work of the Partnership for 21st Century Skills, which highlights such areas as computer and technology skills, critical thinking and problem solving, teamwork and collaboration, ethics and responsibility, and global awareness.” (Prensky, 2008)

While the technology of today has changed drastically from that of the past, our past experiences can help us to move forward into the future with confidence. No longer is the education community focused on the question of 'is technology effective?’, rather the focus has changed to look at how technology can be leveraged in the classroom to support both teaching and learning. The integration of technology into the classroom has a positive impact on teaching and learning when it is integrated into the curriculum in support of instructional objectives. We must continue to integrate technology into the curriculum in meaningful ways in order to best achieve these outcomes.

References:

CEO Forum on Education and Technology. (2001). The CEO forum school technology and readiness report: Student achievement in the 21st century No. 4)CEO Forum. Retrieved from http://www.ceoforum.org/downloads/report4.pdf

Cotton, K. (1991). Computer-assisted instruction No. 10)School Improvement Research Series. Retrieved from http://www.nwrel.org/scpd/sirs/5/cu10.html

Fouts, J. T. (2000). Research on computers and education: Past, present and future. Seattle, WA: Bill and Melinda Gates Foundation. Retrieved from http://www.portical.org/fouts.pdf

Frand, J. L. (2000). The information-age mindset: Changes in students and implications for higher education. Educause Review, 35(5), 15-24. Retrieved from http://connect.educause.edu/Library/EDUCAUSE+Review/TheInformationAgeMindsetC/40216

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45. http://www.ascd.org/publications/educational_leadership/mar08/vol65/num06/Turning_On_the_Lights.aspx

U.S. Department of Education, Office of Educational Technology. (2004). Toward a new golden age in american education: How the internet, the law and today’s students are revolutionizing expectations. Washington, D.C.: U.S. Department of Education. Retrieved from http://www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf