How can technology be used in education? That was one of the questions I thought about this week as I tackled CEP 811. I began this week by reviewing Richard Culatta’s Tedtalk about the shortcomings teachers are having as they begin to use technology in their classrooms, he also talked about how technology may be used successfully in a classroom. While he was talking about how technology should be used in classrooms, I thought of my own classroom, and questioned if I was using technology appropriately. One program that I use is MobyMax. I love this program and the immediate feedback it gives my students. In thinking about this last week, I thought about my students that have been using Moby Max to reinforce my language lessons. Going further I was brought back to a memory of one of my students turning around face lit up pointing to her computer screen which was shining a large 100% icon for her completing her lesson on proper nouns. She was so proud of herself, and took all the ownership in her learning. It was the feedback that immediately popped up for her that let her know she was doing a good job.
Feedback is in the top 10 influences on student achievement according to John Hattie’s, The Power of Feedback. As I began my first research article read on the topic of immediate feedback that stat made so much sense to me. If that feedback is immediate is can only increase student achievement. However, if the feedback has no direction it will not play a significant role in achievement and mastery. Simply saying, “good job” to a child as they reread a page for understanding on their own does not tell them specifically what they are being successful in. They will have an initial excitement for the term good job, but will not understand what their good job was for. If the same teachers says, “I noticed you reread that sentence to make sure it made sense, that is what good readers do.” Makes the feedback specific and that will make the student more likely to make rereading a regular practice. Hattie states that feedback is effective when it consists of information about progress. (Hattie, 2007).
To tie the idea of feedback into technology this brings me to the second article that I read this week. Enhancing feedback provision through multimodal video technology, by Shao-Ting and Alan Hung. This article helped me to understand how feedback through technology can benefit students. They begin by discussing that there are three types of feedback, interactive, intrusive and delayed. (Ting and Hung, 2016 Pg. 91) They list reasons for why each types of feedback has its pros and cons , and when they take place in a student’s understanding of a concept. The same page continues to talk about technology and how it can enhance feedback. For example video feedback on a student’s assignment can eliminate the misunderstandings from written feedback. Much like texts can be misunderstood because of the lack of tone, written feedback can also be misunderstood. Peers contribution into the feedback also increases mastery of the skill. Take this course for instance, every week we are able to view peers work in the same topic, and from this we can give them feedback through comments. We also can see how they completed the work and clear up any misunderstandings that may have been had about one’s own work. This increases understanding for the concepts.
To go back to the story I began with about one of my students. Her individualized learning program gave her immediate feedback on how she did on that lesson which let her know she was ready to move onto the next skill. This goes along with what Culatta says about us putting the learning over the schedule. Had she not gotten 100% the program would have had her retry the learning to hopefully clear up and misconceptions. Either way she is able to get feedback immediately which is a major pro to learning through technology programs. Feedback is within the top 10 influences on student achievement, knowing that I ask how do you use technology to provide feedback to your student’s?
References
Hattie, J., & Timperley, H. (2007, 03). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
Hung, S. A. (2016, 07). Enhancing feedback provision through multimodal video technology. Computers & Education, 98, 90-101. doi:10.1016/j.compedu.2016.03.009
Learn twice as fast. ™. (n.d.). Retrieved from http://www.mobymax.com/
(2013, January 10). Reimagining Learning: Richard Culatta at TEDxBeaconStreet. Retrieved from https://www.youtube.com/watch?v=Z0uAuonMXrg
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