When most people think of bullying they imagine a school lunch room where the bigger kid harasses the little kid for his lunch money. The big kid picks up the little kid, turns him upside down and shakes him until the money falls out. Some may also envision the popular girls who do not let the new girl sit at their table. Instead, someone trips her and she ends up with her food all over her clothes and face. The new girl then becomes the laughing stock of the entire school. These two examples are both forms of bullying. Olweus defines bullying as “the repeated harassment of another person through name calling, exclusion, physical violence, creating false accusations, or any other form that causes harm” (Castile and Harris, p. 53). Typically, the bully has power over the victim in the form of strength or size. In addition, the victim often finds it difficult to defend themselves (Bailey, 2013, p. 1).
In recent years, technology has added to the definition of bullying. Technology allows digital natives to have “limitless access to information, peers, and even strangers around the globe” (Siegle, 2010, p.14). In just a few clicks people can access videos, emails, social media sites, and chat rooms. However, along with this unlimited access comes, “a new set of safety concerns for parents and school personnel” (Siegle, 2010, p.14). Parents and school personnel are tasked to teach children how to properly and safely use the internet. This education includes a discussion about cyber bullying. Technology has created an environment where bullying is no longer limited to face to face interactions but can occur digitally through text messages, social media, email, videos, etc. This form of bullying is known as cyber bullying. Willard (2013) defines cyber bullying as “the use of electronic communication technologies to intentionally engage in repeated or widely disseminated acts of cruelty towards another that results in emotional harm” (Bailey, p.1). The Olweus Bullying Prevention Program and Willard established six different forms of cyber bullying. These forms include harassment, denigration, flaming, outing and trickery, impersonation, and exclusion. With all these forms of cyber bullying it is easy to understand how it is one of the biggest challenges facing school today. Burnham and Wright go so far as to consider cyber bullying a dilemma due the ease of access and increased amount of technology both in homes and at school in recent years (p. 3). Castile and Harris agree, “cyber bullying is a growing problem that affects adolescents all over the world and across various cultures” (p.52). Cyber bullying also allows students to “hide behind a cloak of anonymity” (Kyriacou and Zuin, 2014, p. 27). No longer are bullies the “big” kids but they are anyone who can point, click and type. Students can easily create fake accounts to share harmful information about their victims through email or social media. The majority of these messages will be shared over and over again by the bullies’ and their peers and will permanently be available on the internet. A 2010 report from Common Sense Media revealed that, “29% of 10-17 year-olds said they had been bullied and 52% said that they know someone who has been cyber bullied” (Williamson). The data indicated that over half of those surveyed know someone who has be cyberbullies. Research also revealed, “that girls are more likely to be both perpetrators and victims of cyber bullying (Williamson). Bailey (2013) suggests that “students who bully desire power over another and take pleasure in causing others to suffer, while students who are bullied may experience depression, low self-esteem, health problems, poor grades, and suicidal thoughts” (p. 1). The affects that bullying can have on an individual are endless and sometimes lead the victims harming themselves. As mentioned above, “unlike normal bullying cyber bullying is anonymous and can take place anywhere which is a major problem for schools” (Notar, Padgett, and Roden, 2013, p. 133). A research study determined that more than half of the victims interviewed did not know the name of their bully. The researchers go on to add that this not knowing has the ability to permanently scar a child because sometimes “the enemy we know is often less frightening than the enemy we do not know” (Bailey, 2013, p. 2). Unfortunately, when victims do not know their bullies it is difficult for schools to take action and protect their students. A study of second school administrators by Castile and Harris revealed that the majority of cyber bullying takes place at home, off school property. In fact, the administrators went on to add that typically incidents of cyber bullying, “were brought to the attention of the administration through a conflict that rose after the students returned to school, or they were notified by the parents of the students” (p. 59). So, what are the responsibilities of school officials in regards to cyber bullying that occurs off campus. Willard suggests, “school officials have the authority to respond to cyber bullying that takes place off campus if it makes the victim feel unsafe, interferes with the victim’s education, or creates a significant disruption at school” (Bailey, 2013, p. 5). In other words, even if the cyber bullying started at home if it effects the learning environment for the victim or any other student administrators have the ability to take action. Cyber bullying can affect anyone at any time. In fact, in recent years it has been reported that more and more educators have become victim to cyber bullying by students. Technology has made it easy for students to post a video or picture about a teacher and within a few hours the video has gone viral. Specifically, “the cyber bullying of teachers by pupils refers to the creating and sharing of messages and images by pupils through social media which are demeaning to the teacher featured” (Kyriacou and Zuin, 2014, p. 28). When these messages or videos are posted, Kyriacou and Zuin report that is provides the pupil with a sense of power over their teacher. They also receive a sense of accomplishment and pride that they were able to create something that has been liked and shared numerous times by their friends (2014, p.28). In my opinion, cyber bullying is an issue that we will be dealing with for years and years to come. At the beginning of every school, I, along with every other K-12 teacher, review with students the acceptable use policies and the dangers of cyber bullying. I show my students engaging videos to help them understand just how powerful their posts and messages can be. I share with my students the statistics about bullying, cyber bullying and the horrible outcomes that bullying has often led to. I do my best daily to lead by example and show my students the importance of doing what is right and treating everyone regardless of our differences as my equal. Unfortunately, I am not sure if this is enough. I am not sure if I have a biggest enough impact on my students to help them understand just how powerful their words and posts can be. Cyber bullying should be a constant conversation with students throughout the year. Every time students interact with technology they should be reminded of appropriate conduct. This is not a task for teachers alone but one that parents should engage in as well. “Parents and educators play an important role in helping young people understand the consequences of poor decisions in a digital age where favorable, as well as unfavorable, text and images spread exponentially” (Siegle, 2010, p.15). Above all, I think it is my responsibility to teach my students to be kind of one another, to treat others how they would want to be treated and to remember that our words and actions have the ability to positively or negatively affect someone’s life. I will continue to teach my students that kindness is always the better choice. Works Cited Bailey, G. (2013). Cyberbullying: Victimization through Electronic Means. Current Issues in Middle Level Education, 18(1), 1-7. Castile, H., & Harris, S. (2014). Cyberbullying: An Exploration of Secondary School Administrators' Experiences with Cyberbullying Incidents in Louisiana. Education Leadership Review, 15(1), 52-66. Kyriacou, C., & Zuin, A. (2015.) Characterising the cyberbullying of teachers by pupils. Pyschology of Education Review, 39(2), 26-30. Notar, C. E., Padgett, S., & Roden, J. (2013). Cyberbullying: Resources for Intervention and Prevention. Universal Journal of Educational Research, 1(3), 133-145. Siegle, D. (2010). Cyberbullying and Sexting: Technology Abuses of the 21st Century. Gifted Child Today, 33(2), 14-16. Williamson, R., & Education Partnerships, I. (. (2012). Cyberbullying. Research into Practice. Education Partnerships, Inc.
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Learning a second language, particularly Spanish, is something that people of all ages engage in. For that reason, there are quite a few online games available for the language learner. In the following section I will review three of these games and how they can be used in the Spanish classroom.
Works Cited Kiang, Douglas. (2014 May 20). 3 Ways Coding and Gaming Can Enhance Learning. Edutopia. Retrieved from:http://www.edutopia.org/blog/coding-and-gaming-enhance-learning-douglas-kiang Playing games is an essential component to one’s childhood. Children start at a young age, often before they can even speak playing games like peek-a-boo. Soon after that they transition to such games as hide and seek or tag. The point is children have always played games and I think it is safe to assume that they always will. However, in recent years there have been some changes in the way children play games has changed. Laptops, tablets, and mobile devices have created a new genre of games that children can play anytime and anywhere. The next time you go out to dinner take a look around and you are sure to find at least a hand full of kids mesmerized by a screen playing one game or the other.
Gaming appears to engage children so it seems fitting to apply the idea of gaming to an educational setting. In fact, “advocates of game-based learning for K-12 students cite the value of digital games to teach and reinforce skills that prepare students for college and career, such as collaboration, problem solving, creativity, and communication” (DiCerbo 2014). If used properly games can engage all learners and create a fun, safe, and meaningful learning environment. Kiang even adds that games, “allow students to express their learning in their own unique ways” (2014). In the paragraphs that follow I will review a selection of digital Parlor Games, Role Playing Games, and Mind Games. Parlor Games
Role Playing Games
Mind Games
Works Cited Dicerbo, Kristen. (2014 October 10). All Fun and Games? Understanding Learner Outcomes Through Educational Games. Edutopia. Retrieved from: http://www.edutopia.org/blog/learner-outcomes-through-educational-games-kristen-dicerbo Eagle, MK. (2014 September 2). Digital Games in the Classroom. YALSA BLOG. Retrieved from: http://yalsa.ala.org/blog/2014/09/02/digital-games-in-the-classroom/ Kiang, Douglas. (2014 May 20). 3 Ways Coding and Gaming Can Enhance Learning. Edutopia. Retrieved from:http://www.edutopia.org/blog/coding-and-gaming-enhance-learning-douglas-kiang Technology has changed at an exponential rate and along with that change has come an enormous amount of learning applications and software. An educator could seemingly spend hours upon hours sorting through all of the options for his or her students. In fact, a quick search on the internet produces dozens “best” apps lists and no one list is alike. In the following section I will review some of the most popular and useful FREE applications used in today’s secondary education classroom. These apps are in no particular order.
In any given classroom you will find a group of diverse learners who require differentiated and personalized instruction. Each learner enters a classroom at a different level and with their own unique needs. Teachers do their best to design lesson plans that address the needs and learning styles of each learner but at times this process can become overwhelming. Many of the students with diverse needs are identified as special education students. These students all have some form a learning disability and require an individualized education plan to help ensure their success. “The US Department of Education (from 2010-2011) reports that about 13 percent of public school enrollment consists of students served by special education programs” (Schaffhauser, 2013, p. 31). Elder-Hinshaw, Manset-Williamson, Nelson and Dunn (2006) suggest that nearly 80% of students identified with learning disabilities “have a primary disability in reading” (p. 7).
Learners who struggle to read do so for a variety of reasons. Some learners are incapable of reading due to a vision impairment or dyslexia. Other learners are unable to read due to a learning disorder. The National Joint Committee on Learning Disabilities defines a learning disability as, “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations” (Hasselbring and Bausch, 2006, p. 72). Reading on grade level is a critical to learner’s success in all content areas. If a student is unable to read grade level appropriate text, then they will be unable to successfully complete the course. The challenge is how can a teacher consistently meet the needs of all learners within the classroom. One answer is with assistive technology. “Assistive technology is any piece of equipment or device that may be used by a person with a disability to perform specific tasks, improve functional capabilities, and become more independent” (Netherton and Deal, 2006, p. 11). In other words, “assistive technology is intended to maximize a person’s abilities while minimizing the challenges of having the disability” (Assistive Technology LDA, 2006, p.1). In regards to reading there are numerous ways to employ assistive technology and assistive technology tools. One of these ways is through the application of a text to speech program or software. The technical term for text to speech is speech synthesis. Speech synthesis is the process by which text is converted into sound or speech. The first version of a speech synthesis was invented in 1779 but a Russian professor (History and Development of Speech Synthesis). His invention was designed to create artificial vowel sounds. Then in 1771 Wolfgang von Kempelen developed the “Acoustic-Mechanical Speak Machine.” This device also produced single vowel sounds but it also combined sounds to create even more sounds. Over the next one hundred and fifty years there were numerous inventors, including Alexander Graham Bell, who introduced a new and improved version of the von Kempelen machine. It wasn’t until the 1920’s however that speech synthesis saw a breakthrough with the addition of electricity. In fact, the first device to actually be called a speech synthesizer was introduced at the 1939 World’s Fair by Homer Dudley. During the next seventy years the technology to speech synthesis continued to grow and improve. In the last fifteen years however the technology has seen its greatest improvements in regards to the speech component. Experts have been able to create text to speech programs that mimic natural and real life sounding speech. The speech now sounds less like a robot and more like a human being. The basic idea of a text to speech software or hardware is that it converts any digital text to speech. As a synthetic voice reads the text to the learner is also highlights the text at the same time. This allows learners to easily follow along as the text is read aloud. According to Berkeley and Lindstrom (2011), “text to speech (TTS) engines convert written text into computer-generated synthesized speech that closely resembles natural speech. TTS engines can help struggling readers improve comprehension, fluency, and accuracy (p. 50).” The text to speech technology reduces the cognitive load for novice learners and learners with disabilities. The technology removes the need for students to decode the text and allows them to focus solely on the meaning of the text. Elder-Hinshaw et al.(2006) assert, “reading assistive software with a speech element has been shown to impact comprehension by providing information with accuracy and at an accelerated rate, which might not normally occur if read without the support of technology” (p. 7). As mentioned earlier nearly 80% of students with a learning disability are identified with a reading deficiency. With such a great need it is reasonable to assume that there is a great deal of technology available to address deficiencies related to reading. A quick google search reveals pages upon pages upon pages of text to speech applications and websites boasting the top ten text to speech technologies available. After extensive reading and research, I have comprised a list of four text to speech technologies that seem to be supported by most. The first is NaturalReader. NatuaralReader is compatible with both Mac and Windows and allows users to easily convert digital text into mp3 or wav files to be listened to anywhere or any time. The next technology is IVONA. IVONA is a subsidiary of Amazon and prides itself on creating and maintaining cutting edge technology that meets the needs of all learners. Another tool is Read180. Read180 is one of the few assistive technology tools designed specifically for middle and high school students. The tool not only has text to speech capability but differentiates instruction to meet the needs of each individual student. Finally, iSpeech is a tool that converts any digital content to speech and transmits it directly through your web browser or saves it as an mp3 or wav file. iSpeech also has an add on that allows you to translate speech to different languages. This feature could be extremely beneficial for ESOL students. The amount of assistive technology devices that support reading is abundant and one is sure to find the appropriate technology to meet the needs of their learners. The uses of a text to speech tool are endless. As mentioned previously reading is a fundamental skill that every students needs in order to be successful in any content area. “People of all ages suffer a huge loss in their independence and productivity when they must rely on others to read material on their behalf or struggle to read at a rate so slow that they become frustrated or discouraged” (Chan, Foss and Poisner, 2009, p 168). With the use of text to speech learners can feel empowered and able to succeed. Knowledge is the basic foundation of any class and knowledge is most often presented in text. Text to speech allows learners to absorb knowledge in a manner best suited for their academic level and learning style. It allows learners to access the information on a web page, read primary texts, engage in literature circles and simply read for pleasure. Not only does text to speech allow students who are visually impaired to participate with their classmates but it provides a differentiated format for those identified with a learning disability to engage in the lesson as well. For those students who struggle to read, text to speech helps reduce the cognitive load and allows learners to focus solely on the content and not the process of reading itself. Text to speech is a powerful tool that can help all learners succeed in the classroom and in life. Works Cited Berkeley, S., & Lindstrom, J. H. (2011). Technology for the Struggling Reader: Free and Easily Accessible Resources. Teaching Exceptional Children, 43(4), 48-55. Chan, S., Foss, B., & Poisner, D. (2009). ASSISTIVE TECHNOLOGY FOR READING. Intel Technology Journal, 13(3), 168-187. Elder-Hinshaw, R., Manset-Williamson, G., Nelson, J. M., & Dunn, M. W. (2006). Engaging Older Students with Reading Disabilities: Multimedia Inquiry Projects Supported by Reading Assistive Technology. TEACHING Exceptional Children, 39(1), 6-11. Hasselbring, T. S., & Bausch, M. E. (2005). Assistive Technologies for Reading. Educational Leadership, 63(4), 72. Helsinki University of Technology. (n.d.). History and Development of Speech Synthesis. Retrieved from http://research.spa.aalto.fi/publications/theses/lemmetty_mst/chap1.html Learning Disabilities Association, M. M. (2006). Assistive Technology. NetNews. Volume 6, Number 4. LDA of Minnesota. Netherton, D. L., & Deal, W. F. (2006). Assistive Technology in the Classroom. Technology Teacher, 66(1), 10-15. Read Speaker. (2016, July 20). A Brief History of Speech Synthesis (Text to Speech). Retrieved from http://www.readspeaker.com/a-brief-history-speech-synthesis-text-to-speech/. Schaffhauser, D. (2013). Accessibility: Assistive Tech Goes Mainstream. T.H.E. Journal, 40(5), 31-36. “Learning style refers to the conditions under which we best learn” (Lever-Duffy and McDonald, 2015, p. 29). There are three distinct learning styles: auditory, kinesthetic and visual. An auditory learner learns best when they can hear the content or information presented to them. A kinesthetic or tactile learner needs to interact with the material and learns best from hands on learning. Finally, visual learners learn best when they can see the information presented to them.
Learning style inventories are an invaluable resource in education. These surveys allow teachers to identify the individual needs of their students and then design instruction accordingly. Teachers may use this information to ensure that a portion of every lesson meets the needs of each learning style or they may choose to differentiate content during a blended learning lesson. The information truly is invaluable to any educator. A quick search on the internet will produce an endless list of surveys that claim to accurately predict one’s learning style. The two instruments that I explored in depth are the VARK Questionnaire and the Education Planner Learning Style Inventory. In my opinion, each instrument is a valid assessment of one's learning style. When trying to decide which survey to use I would suggest considering your target audience. The Education Planner Inventory is more suited for 6-12 students and the VARK Questionnaire is more suited for adults. |
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