Pedagogical+Affordances+of+Technology


 * The table from our reading this week is an interesting look at how we can identify the AFFORDANCES of a technology or its value for learning. The chart looked at the tool VOICETHREAD and then listed the Features of the Technology and then the Affordances **. We are going to do a collaborative activity together in this wiki where we create similar charts, but we will also add a column called** Constraints **! Constraints are the opposites of Affordances...every technology has limitations...we can add those too! Add what you can, and we will see what they look like at the end of two weeks! Initial your contributions! If you feel so inclined you can start a new chart with a technology of YOUR choice if you want to see what others think!

Click on EDIT above right to edit the page and add your contribution! TAB at the end of any row to add another row. You will see each table has some examples for you to look at it to get us started.

__** Collaborative Table 1-Wikis **__
 * = **Features of the Technology** ||= **Affordances** || **Constraints?** ||
 * Ability to edit by groups of individuals || -Community of learners can collect knowledge of many (CW).

-There is a central location for class-specific information (MK).

-Tracking to see who changes what (BJ).

-Making changes or corrections to information can be done by any class member (MK).

-Collaboration is simple for everyone. Like what we are doing right now! (MM)

-Students can communicate and work on projects with students in other states or countries! (JC)

-Collaborative work space. (SM) || -All materials can be altered on the Wiki by any member. This gives every member control over the other members' thoughts and contributions. (ET)

-There is //only// one place for all of the class-specific information (MK).

There is no accountability about who contributed and how. (LG)

-Wiki's can sometimes be difficult to format how you want it to look. (MM)

-Amount of time teaching the students who to import videos, pictures, attachments, etc. (JC)

-One person can purposely, or even mistakenly alter, delete and for all intents and purposes ruin the work of others. (ND)

-Wiki are sometimes blocked by the school internet. (SM) ||
 * || -Learners can access the Wiki site at any time or place of their choosing (HMM). || - Students may be uncertain of its use and what they should post,thus creating a certain amount of anxiety, (HMM) ||
 * || -Instant feedback and comments are available from a wide range of people and feedback is immediate. (LN) || - Students may read little or nothing of other class members' postings. (HMM) ||
 * ||  || Creator of the wiki cannot control what others initial post and some comments may be inappropriate or feedback may not be helpful/encouraging. (LN) ||

__** Collaborative Table 2- iPad Technology in classroom **__

any grade level can benefit. Also, there are productivity apps for a teacher or business professional. (GC)
 * **Features of the Technology** || **Affordances** || **Constraints?** ||
 * Multitude of apps to choose from || -Wonderful for a classroom because any subject at

-Lower prices on many programs can be applied in the class.(BB)

-One account can be used for many iPads making purchases available to any of those iPads (MK).

-User friendly apps- for even very young or inexperienced users. (ES)

-It allows for the ability to app smash ( to use several different apps for one project). (LG)

-apps are easier for younger students to click on then typing in a URL (MM).

-apps that are a mobile version of the desktop version don't have as many distracts for the students. (JC) || -No free trial of paid apps. (GC)

-Apps can be a distraction to classroom productivity if the student is playing with apps and not staying on task. User account to limit apps not available. (CP)

-Apps must be purchased individually for each tablet (BJ)

-Each app must be purchased for each iPad. (BB)

-Most free or inexpensive apps are not "producers" and don't allow for creative use in producing/editing final products. (ES)

-Cannot lock certain folders. If you have apps in a folder that you want for teacher purposes this would be a nice feature. (MM)

-Many of the free apps have advertisements that pop up in the middle of the activity to buy the app. This can be distracting for students (MM).

-Having to update the apps when changes occur. Not all districts have the iTunes password set automatically. Students would be able to download anything if the password was saved. (JC)

-While teachers can have students use their own device the district cannot buy the apps for their device even if they have the money and wanted to.

-While Mac and PC can both run the same programs which are often compatible, Apple and Android devices often don't have the same apps available and are not compatible. (ND) ||
 * Portable || -Easy to move around a classroom or conference room. It allows for the presentation of material without needing to be near a computer. (GC)

-Are pretty durable, shock resistance. (TAW)

-battery life can be a few days, depending on the amount of usage. (JC)

-Easy for young children to use (DR)

- Can be used in the field to record measurements (AR) || -Costly to repair if screen is damaged and is out of warranty. (SS)

-Even though it allows multiple touch inputs, it is hard for many students to share. (GC)

-Ease of theft (CP)

-Can be easily lost (MK).

- Even with keyboard attachment it is not as easy to use as a word processor compared to a computer or laptop.(LG)

-portable devices are costly. (ND)

- Portable devices have limited capabilities compared to full PC or Mac devices. (ND) || Apple School Manager (ACH) Managed Apple IDs (ACH)
 * ||  || If the district refuses to support Apple products because of bandwith issues what are you supposed to do with all the IPads? (RRB) ||
 * New Classroom App by Apple || Shared iPad for students (ACH)

http://www.apple.com/education/preview/ ||  ||

__** Collaborative Table 3 - Interactive SMART Boards in the classroom **__
 * **Features of the Technology** || **Affordances** || **Constraints?** ||
 * Interactive Boards come with free software || -The Smart Notebook software allows teachers to create interactive and engaging lessons. (BC)

-Many sites offer teacher created lessons for the SMART Boards. (TAW)

Able to teach in front of the class instead of from behind a computer (KG)

- lessons and slides created can be saved for easy review. (ES)

-The visual math tools are great! (SM) || -Some tools require an additional license to be purchased (math tools specifically) (GC).

-Also, the the SMART Board itself is expensive. The barriers to initial implementation for a school district are important to consider (TP).

-Because of the availability of pre-made lessons, students individual needs may not be addressed (KG)

- Many functions of the SMART board require training and exploration of staff to produce effective learning slides and lessons. (ES) ||
 * || -Students are able to use the SMARTboard as a "hands on" manipulative when learning (CH).

-Students are engaged by being able to write with a "marker" on the board (BJ)

- In depth math problems can be worked out for the class while extending the page so the entire problems can be put on one page and made visible. (ND)

Stations can be set up so students can use the smartboard without direct instruction. (RRB)

Smart slate can be purchased so that the teacher does not have to stand at the board the whole time. (RRB) || - SMARTboard can't always connect correctly to the computer (CH).

-If the projector is bumped, the SMART board must be realigned over and over again (CH).

-If the computers are down, so is the SMART Board (CH).

-markers are left out and often can be lost or stolen (BJ)

- The new Notebook 14 is required to run on the latest Mac IOS. So a new Smartboard or new license needs to be purchased. (ND)

- Notebook tends to freeze up the computer and use a large amount of the computer resources. (ND)

-Bulbs are expensive to replace in projectors.

-Costly to replace when broken and out of warranty ||

__** Collaborative Table 4 - Classroom Performance System ("Clicker") Technology **__
 * **Features of the Technology** || **Affordances** || **Constraints?** ||
 * Allows teacher to poll student responses anonymously via student handheld response devices. These can be dedicated "clickers", cellphones, laptops, or other portable devices. (TH) || -Teachers can quickly assess comprehension levels and allow shy students to participate without embarrassing anyone. (TH)

Students are able to answer honestly with out fear of being wrong in front of the group (KG)

-Instantaneous feedback for instructor and students which can improve growth more rapidly. (ES)

-You can test students anonymously or track them (BJ)

- Students can use their own device saving the district money. (ND) || -Because responses are private, the critical thinking that comes from debate is lessened to a degree. Clickers are more cumbersome to operate than a simple show of hands, too. (TH)

-Can districts really justify spending money on a dedicated system when there are free or low-cost alternatives? (GC)

- Clickers only allow for a few types of responses, all of which involve multiple choices. Other technologies allow short answer, fill in the blank or extended response. (EBP)

- Learning to use the technology or navigating through troubleshooting causes a distraction to the content at hand. (ND) ||
 * Allows polling and reporting using Excel (DJ) || Facilitates interaction between the student and the instructor. (DJ)

Allows the instructor to compose multiple choice formatted questions. Data can be saved (DJ)

Allows anonymous responses and it allows instructors to respond without drawing attention to a particular student. (DJ)

Encourages students to participate (DJ)

- Great way to keep attendance records when teaching large lecture classes (AR) || Does not guarantee student engagement. (DJ)

With all technology glitches do occur (DJ)

When it comes to attendance or assessments it seems to be unpopular with the students. (DJ)

- Some clicker technology requires students to access a website. Students may not have access to various technology resources in order to receive the full benefit.(HMM)

- If using as part of a student's grade (either as an attendance component or as a graded assessment), cheating can occur. In large lecture classes students may bring a friend's clicker to class and earn them points when the friend is not present (AR) ||
 * || The results can be copied and pasted into a PPT presentation. (HMM) ||  ||

__** Collaborative Table 5 - Laptops in the classroom (1:1 or carts) **__


 * **Features of the Technology** || **Affordances** ||= **Constraints** ||
 * On the continuum of classroom technology, laptops allow for the greatest amount of creation. (DM) || -Possibilities are somewhat endless, especially considering other similar devices in use in schools (iPads/tablets, etc.) These allow students "right here, right now" work in classrooms, without the need for a dedicated lab. (DM)

-Can download programs that act as "producers" and store information to be edited and saved. (ES)

-Students are able to follow online lessons in front of them, not just on the front board. (BJ)

- It allows for a mobile computer room. Allowing more students to access the apps and programs (LG)

- S tudents can access class resources and information any time (EBP) || R-epairs, connectivity issues, costs, teachers unsure of how to handle this added variable in their classroom. (DM)

-Repair, and lack of teacher responsibility toward up keep (CP)

-Getting set up at start of lesson takes time away from content instruction - especially if students have difficulties. (DM)

-Time to teach students how to access certain software (BJ)

-A lot of time is needed to help students troubleshoot problems because if they do not use the laptops on a regular basis, even such things as saving a document takes up valuable class time. (KK)

-Making sure the teacher who uses the cart last during the day plugs them all in and charges them successfully. (MM)

-Boot up time set up time and tear down time of PCs often takes up otherwise useful class time. (ND) ||
 * Each student has a personal device with word processing and web browsing capabilities. (EBP) || - students can access class resources and information any time (EBP)

-the learning process can be flipped so instruction is received at home (EBP) || Laptops in the classroom can sometimes be a distraction to learning. A lot of time could be spent keeping students engaged, and on task at least at the college level. (HMM) ||
 * Implementing a BYOD policy. (SM) || -Students can learn how to use their own personal devices to enhance their overall learning. (SM) || -Not all students own their own personal device or it may not be as new and up to date as their peers' devices. (SM)

-Teachers fear that the devices will distract from the educational objectives because the students will use the devices inappropriately. (SM) || __ ** Collaborative Table 6 - Chromebooks (RRB) ** __ I want to know what the difference is between this and an IPad. (If there is none this can be deleted- I actually have no experience with a chromebook but could get them in my classroom so I wanted to know what you all thought) Feel free to add more tables if needed based on the technology you want to discuss!
 * Information is at the fingertips of every student. Every student has access to the internet. || Students can use tools like Google Classroom. Free online tools can also be used to help student learning and to collect data on the student. Using online programs like Socrative, Kahoot and Formative can be used to grade and assess students which frees up time for teachers to concentrate on other things. (JMS) || Student can intentionally or unintentionally damage the computer and the district might not replace or fix them. Students can use the computer inappropriately. There are connect issues when 25 students are logging in to their computers at the same time. The computers take too much time to load up so students can log-in, which consumes several minutes of instructional time. Some students do not know how to use the computers and therefore need to be trained. (JMS) ||
 * Integration into an in class/ and out of class OLE || With the use of laptops in the classroom whether it is 1 to 1 or just a classroom set students are able not only to take part in the traditional classroom environment but also are plunged into an online learning environment where students receive direct instruction within the classroom and take that knowledge directly online and explore various topics for greater understanding an analysis. Before these activities ahd to be set up and scheduled in the library or computer lab which left an all or nothing concept. Whereas having laptops at the ready enables a seamless flow from the traditional classroom to the digital classroom with a press of a few buttons, syncing of personal devices, and cloud computing. (MGW) || Repair costs, bandwidth costs, and basic technology instruction can pose a real threat to use of laptops within the classroom. If you have a class set and one goes down and one student is left without the access this causes many problems across the board. Bandwidth is a huge concern specially with so many devices on the same network. (MGW) ||
 * **Features of the Technology** || **Affordances** ||= **Constraints** ||
 * Any age group of students can use it || Apps can be downloaded and easy to use (RRB) ||
 * Cloud based. || Can work from anywhere with WiFi (ACH) || WiFi Connectivity needed. Limited local storage. (ACH) ||