Penda Brain-based online learning

1. Penda Brain-based online learning Carmen Linn ITEC 7445 Dr. Moore November 11 2013 Emerging Technology

2. Penda Learning • What is Penda Learning? • Penda Learning is an on-line provider of brain-researched online STEM supplement for grades 4-10 with content ranging from fourth grade math to high school biology. • The mission of Penda Learning as stated on their website is “I choose. I learn.” (www.pendalearning.com)

3. What is Penda Learning cont’d. <object name="player" id="_fp_0.03792700869962573" width="800" height="563" data="https://static.pendalearning.com//library/flowplayer/flowplayer-3.2.15.swf" type="application/x-shockwave-flash"> <param value="true" name="allowfullscreen"/> <param value="always" name="allowscriptaccess"/> <param value="transparent" name="wmode"/> <param value="high" name="quality"/> <param name="movie" value="https://static.pendalearning.com//library/flowplayer/flowplayer-3.2.15.swf" /> <param value="config=%7B%22playlist%22%3A%5B%7B%22pageUrl%22%3A%22https%3A//www.pendalearning.com/what-is-penda%22%2C%22bufferLength%22%3A10%2C%22url%22%3A%22https%3A//static.pendalearning.com/site/uploads_pendalearning.com/2012/10/Penda_Compressed_2.mp4%22%2C%22autoPlay%22%3Afalse%2C%22scaling%22%3A%22fit%22%7D%5D%2C%22clip%22%3A%7B%22pageUrl%22%3A%22https%3A//www.pendalearning.com/what-is-penda%22%2C%22bufferLength%22%3A10%2C%22url%22%3A%22https%3A//static.pendalearning.com/site/uploads_pendalearning.com/2012/10/Penda_Compressed_2.mp4%22%2C%22autoPlay%22%3Atrue%2C%22scaling%22%3A%22fit%22%7D%2C%22plugins%22%3A%7B%22dock%22%3A%7B%22autoHide%22%3Atrue%2C%22horizontal%22%3Atrue%2C%22width%22%3A%2210pct%22%2C%22height%22%3A%2210pct%22%7D%2C%22sharing%22%3A%7B%22url%22%3A%22https%3A//static.pendalearning.com//library/flowplayer/flowplayer.sharing-3.2.11.swf%22%2C%22buttons%22%3A%7B%22overColor%22%3A%22%2301AEF0%22%7D%2C%22embed%22%3A%7B%22autoPlay%22%3Afalse%7D%2C%22email%22%3A%7B%22subject%22%3A%22What%20is%20Penda%3F%20-%20Standards%20mastery%20through%20authentic%20engagement%22%7D%2C%22callType%22%3A%22default%22%2C%22facebook%22%3Atrue%2C%22share%22%3Afalse%2C%22twitter%22%3A%7B%22description%22%3A%22What%20is%20Penda%3F%20-%20Standards%20mastery%20through%20authentic%20engagement%22%7D%7D%7D%7D" name="flashvars"/></object>

4. How Does This Technology Support the Vision for Technology Use in our School? • The vision of Piney Grove Middle School is to utilize 21st century technology effectively. • This technology supports the vision for technology use in our school, because it allows the students use their BYOT to choose content based on their academic needs. • They can dive deeper into the common core standards while performing higher dok level thinking in the classroom because they have a more solid understanding of content from the tutorials.

5. Evaluation of How Well Penda Learning Supports Piney Grove’s Vision for Technology Use. • Piney Grove Middle School is a diverse school in South Forsyth County. The school has roughly 1200 students: 17% Hispanic, 15% Asian, 7% Black, 58% White, and 3% Multiracial. • While the school strives to embrace opportunities…unlock potential…inspire excellence of all students this can be done through real-world learning experiences to bridge gaps in content knowledge that arise from the diverse nature of our student population. • Penda Learning is a technology that can be used in conjunction with teacher support to help bridge that gap while also providing an opportunity for students to self-monitor progress.

6. Objectives • Increase individual student achievement through the use of technology as an instructional strategy. • Obtain individual baseline and progress data that will be monitored weekly and maintained in individual student data binders. • Allow teachers to quickly pinpoint areas where remediation is needed, to enable students to construct connections within project and inquiry based learning activities.

7. Key Benefits • Multiple students can receive instruction at their own pace, and teachers can act as coaches through the practice process, as well as project based learning process. • Differentiated remediation and extension with more time made available for the teacher to create inquiry based learning activities with which the students can apply their new found understandings.

8. Target Population • The tutorials in mathematics and science are geared more to upper elementary, middle grades, and early high school years (4th – 10th) and beyond. In the Piney Grove setting, some math tutorials could be utilized for grade concepts. • A 1:1 technology model would be ideal, however, it is prudent to have pilot classrooms for the school to document the effectiveness of the technology. • The best strategy to ensure equitable access would be to designate one sixth, seventh, and eighth grade classroom as the pilots.

9. Target Population cont’d • There are ten wireless laptop carts, two computer labs, media center desktops, as well as four desktops in each classroom. • The 1:1 technology model could be used with three pilot classrooms given these resources and students own technology. All of the pilots could be assigned laptop carts to supplement for students who don’t have technology. • Teachers all have county provided laptop computers from which they can monitor the data.

10. Equipment and Software • The technology itself is web based. Wireless/desktop access is to the Internet is required for each computer. • The school would have to have to create user names and passwords for all students. • Laptops and ipads with active Wi-Fi capability.

11. Technical Support • Penda Learning has the a user friendly site that makes it easy for teachers to login, create student accounts, assign assignments (homework), view activities, and view student progress. • There is also a message board that has common issues and new features to the site. • The Penda Learning site also has a support phone number in order to answer any questions and to resolve issues quickly.

12. Limitations • In order for teachers to be able to track individual student data, the students are required to have an account. • Students forget user names/passwords. • Not all students have access to the Internet at home in order to complete homework and practice assignments. • There are no tutorials on the site to help students understand difficult concepts.

13. Limitations cont’d • Teachers assign grade and subject area information. • There are only two subjects available for practice on the site math and science. • Penda Learning does not meet the needs of all elementary and high school students. • There is no app/mobile friendly version for students to use their technology/phones to logon and practice from.

14. Cost of the Technology • The technology itself is roughly $10 per student per year, roughly $12,000. • The instructions on the respective websites are very detailed and explain step by step how to implement the system into any curriculum. • The question and comment section of the site has very current information, and it appears they are willing to consult on implementation, however want users to customize their use of the technology.

15. Cost of the Technology cont’d • If it is decided to implement the technology on a larger scale after reviewing results from the pilot classes, there would be a hardware requirement to create a 1:1 model for sixth through eighth grades. • This technology does not need to be run on a laptop, so the hardware investment could be minimized by investing in tablets. • Given that the students would use the technology for math and science, and that our school is departmentalized, we would need licenses for roughly 1200 students. CNET has rated the Nexus 7 as a good investment at $230 each, or roughly $60,000.

16. Potential Funding Sources • Forsyth County Schools each have PTSA’s with which can raise funding to support local school grants. • Piney Grove also has a foundation that might be a potential funding source. • Teachers could write grant proposals to secure funding through local business partners. • Teachers could put a proposal out on DonorsChoose.org to see if they can raise the funding.

17. How Do We Use This Technology? • With use of this technology, teachers can meet content standards as well as provide extension activities and remediation as needed. Assignments, practice problems, goal-setting, and formative assessments are incorporated. • The site has also begun a page that has the common core standards by grade level. • Teachers can track individual student data and progress.

18. How Do We Use This Technology? Cont’d • Many of the student technology standards are met through the use of this technology. • Use models and simulations to explore complex systems and issues. • Communicate information and ideas effectively to multiple audiences using a variety of media and formats. • Plan and manage activities to develop a solution or complete a project. • Digital Citizenship • Technology Operations and Concepts • Students become experts at site navigation and gain competency in tracking digital data.

19. How Does This Technology Promote Specific Learning Goals? • Teachers can create individual plans for students, however: • They can also create learning plans for a pair of students or a group of students. • The plan could include a review of prior knowledge to aid in comprehending a current skill and applying the knowledge to real-world problems. An independent, student centered learning experience with the teacher acting as a guide.

20. How Could This Technology be Used to Differentiate Instruction? • It is my contention that this technology is made specifically to differentiate instruction for all students. • Individual student units for remediation or extension. • Students can work at their own pace and track their progress through the software. • Students can access the software anywhere anytime, so they can review material at home, or move ahead and prepare themselves for new learning. • The software can be used as a valuable resource for peer tutoring, team collaboration, reinforcement for students with language barriers that benefit from repetition with visual aides, and for students that have learning disabilities that benefit from the one on one with the computer and headphones.

21. How Could This Technology Promote Communication? • Within the classroom, students can interact and communicate their understanding of the lesson tutorials with each other. • The ability to access the technology anywhere, anytime provides a medium for discourse between the students and parents. The tutorials can provide the parents with content knowledge that they can discuss wit their children. • Teachers can provide discussion forums online so students can communicate their understanding or ask questions of other students. • Given that the tool for access to the site is Google Apps for Education, students have the ability to collaborate on the “cloud” which opens the possibility of discussion with students in other schools and even other countries.

22. Evaluation of Research • There is much written about Khan Academy, but due to the relative infancy of the software, studies are not conclusive on the effectiveness. • Some constructivists contend that the technology takes education back to skill and drill “The Khan Academy is not teaching concepts and ideas. Khan Academy teaches answers. 1 + 1 = 2 . The concepts and the ideas are really what we want our students to understand, not the rote knowledge.” (Recaz, 2011). I agree if you are just going to put the child in front of a computer and do nothing else.

23. Evaluation of Research • Some constructivists, however, state that use of this technology outside the classroom by students, frees up time in the classroom to delve deeper into content area understandings. • “It’s not just about the kids watching the same lecture the night before. For us, the big piece is having teachers use data to make instructional decisions about their students,” said Alyssa Gallagher, the assistant superintendent for curriculum and instruction for the 4,500-student (Los Altos, CA) district.” (Sparks, 2011)

24. Evaluation of Research • “Susan Kramer watched her packed 10th grade biology class weave through rows of desks, pretending to be proteins and picking up plastic-bead “carbohydrates” and goofy “phosphate” hats as they navigated their “cell.” As they went, they explained how the cell’s interior system works.” (Sparks, 2011) • “It’s the kind of activity her students love, but one that would normally take Dr. Kramer several classes’ worth of lectures and procedures to set up, and thus be hard to find time for. The class was able to do it this year because Dr. Kramer, who has a medical degree, and some of her colleagues here at the Gwinnett School of Mathematics, Science, and Technology have moved their lectures and lab setups online to save class time for hands-on learning and discussion.” (Sparks, 2011)

25. Evaluation of Research • “Critics argue that Khan’s videos and software encourage uncreative, repetitive drilling—and leave kids staring at screens instead of interacting with real live teachers. Even Khan will acknowledge that he’s not an educational professional; he’s just a nerd who improvised a cool way to teach people things. And for better or worse, this means that he doesn’t have a consistent, comprehensive plan for overhauling school curricula.” (Thompson, 2011) • The jury is still out, however, there are enough compelling arguments on each side of the issue, that it makes one pause to consider the possibilities.

26. Implementation Plan • I think the most appropriate change model to use in this circumstance would be the Cyclical Process Framework. Starting with the team level of the pilot classes reviewing processes and procedures, and experimenting serves to lay the foundation for a successful framework for implementation. • The team would create a framework that sustains the change and then reaches out to mentor other individuals. The success and stumbling blocks would be celebrated as these individuals move forward to facilitate change at the system level.

27. Implementation Plan • The change would then be made obvious to all, goals would be set, and all stakeholders would be brought in. • After analysis of the structures and procedures, mitigation of obstacles and resistance, the team would set out to develop a sense of a better things to come. A brighter future for those involved. • Through this plan, the only training that would initially be needed would be for the pilot teachers and administration. From there, the students in those classes would be trained on how to use the software and track their data. After a period of six months or so, the team would analyze the effects of the technology on student achievement and content application.

28. Implementation Plan • Once the data has been analyzed, the team will need to decide if the results warrant moving forward to mentor other teachers and teams.

29. Endorsements • This technology is partially endorsed and funded by The Gates Foundation.

30. Reflections • I began looking at this technology as a way to remediate my struggling students. The more I read, the more convinced I became that this technology could really be very powerful when coupled with a creative and reflective teacher. • I intend to use this technology over the next few weeks as an additional teacher in the classroom for small groups. I am very curious to see if students actually interact as they should with the site, and if it supports their learning.

31. Reflections • I believe this exercise has made me aware of the existing agendas in the world of education. On one hand, The Gates Foundation and Google are major supporters of this technology so press from them will be very positive. On the other hand, it seems that those that object to the technology are only seeing a part of the picture. There is an overriding assumption that Sal Khan is promoting the elimination of teachers. He isn’t. He is promoting a way for students to take more ownership of their own learning so teachers can provide them with authentic learning opportunities.

32. Works Cited Recaz, D. (2011, March 15). Khan Academy: Great Idea- With One Glaring Hole. Retrieved March 12, 2012, from EdReach: http://edreach.us/2011/03/15/khan- academy-great-idea-with-one-glaring-hole/ Sparks, S. D. (2011, September 27). Lectures Are Homework in Schools Following Khan Academy Lead. Retrieved March 12, 2012, from Education Week: http://www.edweek.org/ew/articles/2011/09/28/05khan_ep.h31.html Thompson, C. (2011, July 15). How Khan Academy is Changing the Rules of Education. Retrieved March 12, 2012, from Wired Magazine: http://www.wired.com/magazine/2011/07/ff_khan/all/1