"The intuitive software platform for EV3 is based on National Instruments LabVIEW™ graphical programming software, and includes new data-logging capabilities that allow students to collect, graph, and calculate their data."
"A new, federally funded project will test students' ability to learn fractions on mobile apps through the theory of "embodied cognition"-or, to put it in non-science speak, manipulating and moving images and information on screens with their fingers."
An all-too-familiar tale of school districts hailing software as a "silver bullet" and then getting frustrated when student achievement gains didn't live up to expectations--even though teachers implemented it for a tiny fraction of the recommended use time...
Here's video examples of some of the MIND Institute's games... I'm not sure how the reveal of locations behind the iPad really come into play... SURELY they could have come up with more functional examples that relate content to real life?
The MIND Research Institute has developed software & games to teach math without use of language. Language is thought to be a barrier to math for many students.
Actually, ASSISTments is not a tutor, but it draws on insights from artificial intelligence and tutoring. It's a good example of going to scale that we will reference later in the course.
Hi Prof. Dede, it struck me at the end of the article that while the title said '...Computerized Tutors...', what the creator was really struggling with was 'Humanizing computers'. It might never be possible, but the value is really in the journey. Thank you for sharing this with us!
The school I am interning at (The Carroll School) is using this in their middle school math classes. Small class sizes typically (4-8 kids / class), and it's a 1:1 school where every child has a laptop. But - it's working well for designated independent work time in the math classes I've observed- where each kid is asked to play the game for 15 minutes on their own.
Kids have their own profiles- and there are several different math mini games they can play, each game focusing on different math skills. Each mini game involves different game mechanics and art styles. But all games involve using arithmetic skills and math concepts to solve problems that progress them in the game. Good performance gives the kids in-game credits/money that they can use to customize their in-gam avatar.
PBS Kids has developed its first augmented reality mobile phone app that overlays graphics onto real world environments. The game aims to teach math skills.
“Children spend five times as much time outside the classroom as they do in
school, and our country has 30 million parents or caregivers who are not good
readers themselves, so they pass illiteracy down to their children.”
"Children spend five times as much time outside the classroom as they do in school, and our country has 30 million parents or caregivers who are not good readers themselves, so they pass illiteracy down to their children."
This article details the findings of a recent study of 6th, 7th and 8th graders in Arizona that found that the students that used a new math and science curriculum called Adaptive Curriculum scored higher on post-tests and assessments than students with the traditional curriculum. The new treatment teaches conceptual understanding of math through content and technology, and emphasizes real-world, informal applications of math and science.
One teacher claims that "The idea is to invert the normal rhythms of school, so that lectures are viewed on the kids' own time and homework is done at school." - Do you agree that this is a good solution?
That is the way a couple of my colleagues (science and math) use Khan and they feel it creates more opportunity to use them as a resource for their specific needs. The spend some time at the beginning of class to answer questions as a group and then students begin working on problems and asking for individual help during class.
I think the idea of distributing video tutorials and courseware for free is a powerful lever for change and education (Khan Academy, MIT OpenCourseWare, etc). While I'm intrigued by Khan Academy and see the benefit to help student who want to pause and replay lessons, there is a limit to it's use as an educational tool. In the article linked below, the Los Altos district currently piloting the program noted that they have not seen any statistical difference between Khan students and the control group. http://losaltos.patch.com/articles/school-district-expands-khan-academy-to-all-schools
I too am intrigued by this "inverting" of time spent in the classroom and at home. My idealized model would be to introduce learners to new material at their own pace out of the classroom (allowing for pausing, note taking, reflecting and/or rewinding) and focus classroom time on face to face guiding and coaching of clusters of students or individual students engaged in applying or exploring the current material. To help facilitate this (and assist with accountability) some brief form of pre-assessment before class or at the start of class could illuminate for student and teacher alike what material has been mastered and what needs more attention. The research report from the TIE Foundations summer reading appears to support this type of hybrid approach. => Marsha Lovett, Oded Meyer, and Candace Thille (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning.
An added benefit of tools such as Khan Academy is the option for reinforcement. In a traditional K-12 school environment students do not have the option to watch a video of their class or spend personalized time reviewing a concept they need more time with during class time due to the required pace of school curriculum. An online learning tool allows a student to watch a lesson as many times as needed and to learn from an expert. Often if a student needs help outside the classroom the only people they turn to is parents, who may or may not know about the content themselves.