For the Techquest, I Am Seeking to Resolve the Problem of Engagement in My Special Education

TECHQUEST PROJECT

CEP 812

Erin Ryan

12/8/08

Techquest Project Description

For the Techquest, I have sought to resolve the problem of engagement in my special education Read 180 classes. Students who struggle with reading often lack interest in reading. First, is because it is hard. The skill of reading is not easy to learn. Another reason students lack engagement in reading is because they do no feel personally connected to the topics. My belief is that if I can capture students’ interest through visuals, sound, and video, they will begin to make connections between reading and real- life content. I always tell my parents that we need to find students an author or type of book that he/she loves. Once they begin reading about things they love, the skill of reading itself becomes less intimidating. Thus the educational opportunity I am seeking to fulfill is active thinking and engagement for the various reading lessons within my classroom. My plans for addressing this issue include the use of United Streaming and other video streaming technologies available through the Internet. When looking at various points of the study in the classroom, I notice that my struggling readers are most engaged when they are watching or listening to materials. Because they lack the skills needed to take in information meaningfully on paper, they seem to grasp and hook into movies, songs, and other visuals or auditory means that can better help them understand a concept or strategy.

After researching the Internet for available video streaming tools, the most valuable source seems to be United Streaming. The Discovery Education website has endless tools for teachers in many subject areas. Video clips and images include blackline masters, teacher guides, writing prompts, and other resources to help in the creation of whole units of content. Another great asset to professionals is that there are online webinars and workshops to help teachers in their endeavors through United Streaming. In addition to this there is a fabulous user guide that helps to understand the components of video streaming properly to avoid technology glitches. School districts need to subscribe to United Streaming and in order to set up an account, you will need a password from your technology administrator. Throughout my search and discoveries in teaching I also found the following websites available for video streaming Youtube, Teacher Tube, National Geographic and Brainpop. Each has a spectacular set of free video clips that can be connected to most subject areas.

My project addresses the four common places in education. As the teacher in this process not only will I be seeking a wide variety of professional resources to assist my reading content, I will also be researching best practices for using videos, visuals, audios, and images to enhance my instruction in the class. One resource that will help me teach my students active thinking processes are the visible thinking routines found through the Harvard Artful Thinking program. In addition to this, I will seek support from my colleagues for sources. My students will also be affected through the consistent use of video streaming. The age group of my special education students is 10-14, grades sixth, seventh, and eighth. Each student comes to my table with a different set of abilities therefore, when implementing the use of video streaming, I will need to be active in the process. This means directing them and explaining comments in terms that will enable them a deeper understanding of the concept. The subject matter that I am teaching is reading, however, we learn content that is applicable to many subject areas. For example, students just finished a unit about immigration and its impact on our world. Currently, we are learning about Natural Disasters. In each scenario we focus on reading strategies that will enable students to comprehend what they read. Implementing videos will help my students see and hear content versus just reading it on the page. I believe that video streaming will take these topics and bring them to life for my students. The setting in which we learn is one built on mutual respect and independence. We are orderly and have access to technology through our own classroom computers. We have an average of ten to fifteen students and eight computers. Because the focus of the Read 180 relies heavily on technology, its daily use in the classroom is not new to students. They understand the importance of working with technology and safety issues surrounding its use. Too often, students get hung up on the content and the actual reading of words which results in missed opportunities to learn. Video streaming, particularly United Streaming in relation to visible thinking routines and other activities will help my students make connections to text and literature thus enhancing engagement and making room for the actual teaching of reading strategies.

United Streaming and Video Streaming give teachers a way to show and not just tell. The visual and auditory connections provide students with an outlet to examine information in a variety of ways.

Techquest Internet Research

Researching the use of United Streaming in education proved to be very challenging. I used many search engines including the Mel databases, the MSU library catalog, and the Discovery Education website. I also used the search engines available through Google and Yahoo. When I began my exploration, I searched “united streaming”. This brought very few search results and thus I refined my search to “video streaming + education”, and “multimedia + schools”. To identify the problems and limitations involved with video streaming, I used ERIC and ArticleFirst using the search terms “video streaming + disadvantages” and “video streaming limitations”. Finally, after weeks of searching I found the following documents and websites that gave valuable information in regards to the use of video streaming in the classroom.

My first article and perhaps the most beneficial to my learning, was a document found through a Google search. Its title is “A Report on the Effect of the United Streaming Application on Educational Performance”. It was written by Franklin J. Boster, Gary S. Meyer, Anthony J. Roberto, and Carole C. Inge in coordination with the Institute for Teaching through Technology and Innovative Practices.

Research from this article suggests the following:

  • Video content engages students
  • Improves teacher performance
  • Changes student/teacher interaction in ways that facilitate achievement.

For these reasons a study was conducted using a 3rd grade science experiment, a 3rd grade social studies experiment, an 8th grade science experiment, and an 8th grade social studies experiment. In each scenario, students were given a pretest examination, a month of at least 30 content relevant video clips delivered by United Streaming, and a subsequent posttest. The experimental group refers to those who received instruction that incorporated United Streaming and the Control Group refers to those who received instruction without exposure to United Streaming.

The results concluded:

  • United Streaming Applications enhanced performance substantially in three of the four cases considered.
  • Students in the experimental group exceeded improvement (between pretest and posttest) of the control group by an average of 12.6%.
  • Evidence is consistent that United Streaming increases students achievement within the grade level and content areas tested.
  • One cannot draw a warranted conclusion about the effects of this application to other grade levels and to other content areas.

For more information on this article and another study conducted in Los Angeles in 2004 go to the Discovery Education website.

Digital Learning Power, by Sandra Hernandez, supports the use of multimedia tools and video streaming in education. The article explored how administrators are making the case for using digital resources to improve instruction. Research suggests that digital learning resources are easy to use, comparatively inexpensive and help students perform better academically. Vijay Sonty the chief information officer from Broward County Public Schools says that, “Multimedia tools are a necessity with students today.” Sonty claims that digital learning tools can provide current, high-quality content to all subject areas. He also indicates that using resources like United Streaming provides a much more cost-efficient way to provide instruction. “Digital learning really allows you to do more with less.” Jack Friend, director of technology for Salisbury Township Schools, says “The biggest thing with digital leaning is the flexibility.” He also indicates that it is a huge time-saver for teachers as the tools are easily accessible and right at our fingertips. Linda Foote, district instructional technology specialist from the California’s Poway Unified School District, says that “Teachers have gone crazy but in a good way.” Teachers who previously hated technology, now understand how powerful United Streaming is in helping students comprehend complex concepts.

Perhaps the most useful tool in regards to United Streaming was found at the Discovery Education Website. Here one can download PDF files that literally walk you through the program. The following are resources found in this guide:

  • Login
  • Downloading a video clip
  • Feature Loaded Search Page & how to evaluate your results
  • Creating a Playlist
  • Image Library
  • Clip Art Gallery
  • Writing Prompts
  • Teacher Features (lesson plans/units, activities, resources)
  • Quiz Center
  • Teacher Center (training & professional development)
  • Hyperlinking vs. Embedding Videos
  • Creating a Hyperlink to a video

Also included is an Implementation & Training guide for teacher that includes:

  • Training Options (interactive, webinars, and school-based workshops)
  • Reasons for Using United Streaming
  • Video Strategies for Content Areas
  • Implementation Plan
  • Web Pages

Why United Streaming? This question was answered well on the Discovery Education website. Here are some benefits:

  • Scientific evaluations show improved test scores for students
  • Correlated to state curriculum standards
  • Enhances lessons by bringing them to life
  • Spontaneity in the classroom, ease of use, convenience
  • Video clips are more engaging and retain students’ interest
  • Promotes multimedia in the classroom
  • Embed into a lesson once and use over and over again
  • Never worry that a video is checked out or not available
  • No rewinding and finding- Short video clips emphasize key points
  • Easy to share lessons among colleagues

Although out of my element, I did find a wikispace, Tech-to Enhance-Ed, which connected to the theme of United Streaming. The wikispace provides a useful overview of United Streaming in easy to understand terms. The author of this particular information gave helpful hints like turning off your pop-up blocker by pressing “crtl”. There is a great discussion board that reviews people’s experiences with United Streaming. I found it interesting (and probably very true) that a down side to United Streaming may be the overuse of it. As teachers we must use these tools responsibly to provide rigorous connections to standards and benchmarks. It would be devastating to have students relying on videos for their sole instruction of a topic.

Another resource for United Streaming was found on a website called Educational Technology. It is a wiki written by Tony Polito. Here you will find the basics in regards to video streaming and some reasons to support its use in the classroom. The resources provided through this webpage include information from professional educators, discussion boards, and articles surrounding video streaming in the classroom.

  • http://www.education-world.com/a_tech/tech/tech226.shtml

What I like most about this is the discussion board. Although, the wiki appears fairly new, I can see this as a good place to ask questions and seek support from other educators.

In the article, Video Streaming in Online Learning by Taralynn Hartsell and Steve Chi-Yin Yuen, there are several factors discussed involving the limitations of video streaming. The first is inadequate bandwidth. Most videos are bandwidth intensive and depending on Internet traffic, those with smaller bandwidths may have difficulty retrieving and playing streamed videos. Internet congestion may cause playback delays and even living in a certain area can influence the reception of streamed video connections. Another major limitation is the control standards set forth by vendors. Each has a different set of standards and therefore, problems can occur if you do not have the right player. A final limitation discussed in this article was lack of training and technical support. If support and training are not readily available, it is difficult to sustain streaming videos in an academic setting. Facilities must have trained experts to help maintain equipment requirements, technical support and network infrastructures.

In another article Assessment of Streaming Video in Web-based Instruction by Jay L. Cofield, there were several factors discussed that can impact the usability of streaming video. Because streamed videos are compressed there is a potential for problems in both viewing and hearing the video. Visually, there is sometimes a loss of resolution or image size. Audio is considered to be the most critical component of media with regards to getting the message across. The human ear is much more sensitive to distortions or errors than the human eye to errors in the video signal. His conclusions indicated that until all Internet connections are high-speed, bandwidth will continue to be an issue related to video streaming. Bandwidth can impact issues such as video window size, amount of compression, and the rationing between audio, video motion, and video detail. I have noticed in my own personal experiences with video streaming that picture and audio sometimes do match, which can cause a distraction for learners.

What does this mean for educators? Educational communities must have high-speed bandwidths and access to technology that will allow video streaming to be usable in the classroom environment. Teachers using the system may run into problems with LCD projectors and Internet congestion, thus it is important to download or upload videos prior to usage. School districts that encourage the use of video streaming should provide training and “experts” who can help with the successful implementation into the classroom environments. As with any technology, there are some limitations when using video streaming in the classroom. Common problems are often solved easily with technical reinforcement from trained professionals and/or online support systems.

Techquest Implementation

The focus of my Techquest has been to implement video streaming into my classroom literature lessons in order to engage students. My goal is for them to become more active thinkers about the topics that we study. Currently, we have been working on a literature workshop called, “When Disaster Strikes”. This unit has really proven to interest students, particularly with the use of videos and simulations available with United Streaming. Other sources for video streaming that I have used included the National Geographic website, Youtube, Brainpop, and also Whyfiles, which had a great tornado simulation.

To begin the unit, I started by showing a short Youtube clip of the tornado scene in “The Wizard of Oz”. It was 2:19. My purpose in choosing something simple like this is that it is familiar to students. They know the movie and right away have a connection to it. After showing the clip, I asked many questions: What did you see? Tell me what happened first, next, then, and finally. What were some of the effects of this force of nature? Students responded by talking about the underground storm shelter, the flying objects like animals, trees, and houses, and of course how Dorothy was hurt in the process. I explained that although this movie was fiction-based, it represents the damage that can be caused when Mother Nature takes control of our world. Following the discussion, I used an image found on United Streaming with a writing prompt. The image was of a tornado and the prompt given to students was: In this image you see a tornado; some tornadoes can literally pick up buildings. Write a composition in which you describe your favorite kind of weather. This visual prompt helped students to think about all the weather experiences they have had. Students shared experiences that included snowstorms and snow days to those who have experienced tornadoes, lightning storms, and even one who saw the aftermath of Hurricane Katrina. I was utterly pleased at the end of the day with this introduction because students were sharing ideas. They were excited, smiling, and couldn’t wait to hear more about natural disasters.

On the following day, we began class by discussing types of natural disasters, the effects of natural disasters on people and property, and also the causes of natural disasters. Following this, we began reading a newspaper article about lightning. A young man named Justin Norris was struck by lightning during a thunderstorm in the most unusual way. The “big idea” for this literature unit is to teach “sequence of events”. Because the students were so interested in the topic, they were able to quickly retell the events of the story. They were able to pick up on the key signal words like first, before, then, now, after, and finally. In addition to this, we also drew our own visuals to help track the main events of the story. I have taught this lesson for three years and before now, have not included video clips to help spark interest. The difference in student engagement was astounding!

Top View