An After Is Cool Program
Blended Learning, Google Apps, and COVA: A More Effective Classroom to Close the Gaps for the Hispanic Population
December 9, 2018
Literature Review
Introduction
People involved in teaching and learning are always trying to discover the best practices to make education suitable for the needs of every single kid. With the innovations in technology that we have every day, many companies are striving to provide educators with tools that improve the teaching and personalize the learning, creating environments where the students are more motivated to discover information. This paper seeks to identify a disruptive innovation plan to close the gaps that the Hispanic population in elementary presents in education by evaluating the implementation of an after school blended program. However, the effectiveness of the program will be measured after at least one year of starting it. This post also points out current technologies and best practices that conduce to a learning how to learn blended classroom.
Blended Learning
Although we have more access to technology everyday, researchers are striving to find ways of integrating it with education in more effective paths (Garret, 2009). We need to find ways to fill the achievements gaps that some populations have in comparison to others. One of the populations with the largest gaps was the Hispanic population (National Center for Education Statistics, 2011). According to the U.S. Census Bureau (2018), the Hispanic population was the largest minority in the United States with 58.9 million by July 1, 2017. It is expected that this population will grow to reach 111 million by 2060.
Blended learning is an integration of face-to-face teaching with online learning. Tucker, Wycoff, & Green (2016) explained that blended learning gives the students the opportunity to be the owners of their own learning. In a well structured blended environment, it gives the students the ability to learn how to learn, create, collaborate, and follow their interests. The teacher has the opportunity to modify the online component to the needs of their students. More students have access to the learning because of the online side of this model (Wasoh, 2016). It improves student performance, and students tend to be more motivated and engaged with the learning (Gupta, 2016).
As some of the new trends involving technology, blended learning comes with a few challenges. Some of the disadvantages of the blended learning are that the students might not have access to computers or internet, or the lack of knowledge of how to use technology (Wasoh, 2016). Teachers are not always ready to move from a traditional model to a blended one. The implementation of it requires time and patience (Kish, 2015). It might occur that teachers focus more on the how to teach than the what to teach, so it is important that they create a design where it is clear what parts are going to be face-to-face and what parts are online (Hoffmann, 2011).
It is necessary that the administrators understand the benefits of the blended learning so the implementation is easier. The students need to have a good internet service so the online side is effective (Gupta, 2016). It is recommended that the blended learning environment provides different tools to be more efficient. They include videoconferences, discussion rooms, email, announcements, surveys, videos, readings, and articles in internet (Wasoh, 2016). Teachers should use data to modify the teaching’s paths according to what the results of the evaluation of student’s performance shows (Kish, 2015). Technology support must be provided in case that there is a question on how to use one of the tools to ensure that the students do not have problems that could delay the learning (Hofmann, 2011).
The online side of the blended learning lets the students go at their own pace. They can learn anywhere at anytime. They can stop the videos, read the subtitles, or watch it again until everything is understood (Kish, 2015). We can open the door to a world of knowledge by using the blended classroom because the online resources are unlimited. According to Lowes, Lin, and Kinghorn (2015), the enrollment in high school online classes has grown exponentially. The students prefer this modality because sometimes this class is not offered in the face-to-face model, to recover classes that they failed, to have a better schedule, or to get experience for the online courses they might have in college. It is important that we start preparing students for this in elementary school so that they move on to the next steps in their lives prepared for the upcoming opportunities and with more knowledge of what path to take.
Google Apps
In order to have an effective blended environment, we need to provide an online system where the students can collaborate, turn in assignments, write documents, make presentations, have an email address, have conferences, and many other tools that make the online learning powerful. Sviridova, Sviridova, & Tymoshenko (2011) conducted a study and found out that Google provides a set of Apps where you can have access to them at anytime from anywhere as long as you have internet. One of the aspects that makes Google one of the best services for a blended classroom is the fact that you can have access to it from any mobile device and these are becoming more and more popular. Children are spending more time using technology because it is becoming easily accessible and portable (Hosokawa and Katsura, 2018). Media devices are expected to __ increasingly influence children but this has raised concerns about the impact that this might have on the children’s health. Studies have found that the impacts can be positive or negative depending on how it is used.
(Google, n.d.a) claims that Google Apps is “an ideal environment for learning in the 21st century”. Yet, we need to be sure that it is easy to use and useful for education purposes. Google Apps for Education is a site that is free when it is used for education. It comes with Docs to write documents, Sheets to have spreadsheets, Slides to create presentations, Hangouts Meets to have conferences online, and more applications (Brown and Hocutt, 2015). A conducted study revealed that most users find Google Apps for Education easy to use and useful.
Even though Google Apps is widely used, students might feel that they do not have the motivation to work without a teacher next to them or to have to complete tasks with no other students physically around them as they have done for many years. Teachers might need to be reminded that the pedagogy is what should drive the implementation. They need to take the time to introduce the different Apps, implement effective activities where they challenge the kids to think critically, and modify according to the students’ needs (Brown and Hocutt, 2015). When teachers use technology in an efficient way, it provides students with activities that might be more fun, meaningful, and authentic, leading to more engaged learners (Fatimah & Santiana, 2017). It is crucial that the blended learning face-to face side permits and motivates students to have that social part that they might be missing, with activities where they can interact and collaborate with others.
In summary, Google Apps is a good suite of tools for blended learning because it permits students and teachers to connect, access information from anywhere at anytime, create, and control the learning (Google, n.d.a). It is free and works with most devices. It is used in thousands of schools and universities with the main purpose of enhancing teaching and learning (Awuah, 2015). It provides a space where students can work virtually on their assignments and collaborate with other students. Education will be likely driven in the future by the use of technology, therefore, we need to start moving in that direction.
COVA
We need the students to be motivated and engaged with learning. Constructivist philosopher Dewey said, “Knowledge emerges only from situations in which learners have to draw them out of meaningful experiences” (see Democracy and Education, 1916 and Experience and Education, 1938). Furthermore, he emphasized that students must be given meaningful activities where they can apply the concepts they are learning. He said that when you put knowledge and experience together, that is when the real learning happens. Another aspect that he thought was important was the social part of the learning because according to him, it prepares the student for democratic living.
Harapnuik could confirm that providing students with authentic learning environments where they have choice, ownership, and voice is when we are preparing them for the future (Harapnuik, Thibodeaux, & Cummings, 2018). The four components are significant so it is important that teachers know how to lose control and shift to a mind where they are guides and support the learning. Some concerns have been arising in education: (1) the fast implementation of technology; and (2) students sometimes are more prepared than teachers because the easy access to media (Miranda, 2011). We need to move to a model where teachers become coaches and mentors. In that way, students learn how to be owners of their learning. As Harapnuik et al. (2018) wrote, “There has never been a better time to be a learner” because of the easy access to information and the development of better technologies on a daily basis.
COVA is a learner-centered method where the students are given freedom, control and ownership, the opportunity to use their voice, and the experience of working on real world problems (Harapnuik et al., 2018). Choice is when the students decide what they want to learn or what real world problem they want to solve. Ownership is when learners decide how to learn or develop the project they have in mind. At this step, it is imperative that the teacher have the capacity of knowing when the students need more or less guidance. Voice is how the learners communicate with their audience. It is the process where they reflect on their learning, too. Authenticity is the freedom the students have to create something that has not been done before. When you put all of these elements together, you have a favorable environment for effective learning.
According to Cherry (2018), Swiss psychologist Piaget divided elementary kids between the Preoperational Stage (2 - 7 years) and the Concrete Operational Stage (7 - 11 years). In the Preoperational Stage, kids are making sense of words and pictures, they are egocentric, and they have a concrete thinking. When they move to the Concrete Operational Stage, they think more logically, they have a more organized way of thinking, and they start moving from specific to general concepts. To implement COVA in elementary level, it is important to have the age of the learners in consideration. It is crucial that elementary teachers wanting to implement the model, understand the transitions and characteristics of both stages so the activities, coaching, and mentoring are appropriate for the students.
Conclusion
We need to find other ways to support Hispanic kids with their learning. Following the trends in many schools where Google Apps is used widely due to its effectiveness for learning, it seems to be a good suite of tools for an after school blended program that provides opportunities for collaboration, critical thinking, and creativity. As we move to a blended environment, teachers and parents should work together to make this opportunity a great learning experience for the elementary kids. It is important that teachers provide the learners with opportunities for them to have choice, ownership, and use their voice with authentic solutions. The hope is that with an After Is Cool program, the Hispanic population has more opportunities to grow, learn, and close the gaps.
References
Awuah, L. J. (2015). Supporting 21st-century teaching and learning: The role of Google Apps for Education (GAFE). Journal of Instructional Research, 4, 12–22. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1127612&site=eds-live
Brown, M. E., & Hocutt, D. L. (2015). Learning to use, useful for learning: A usability study of Google Apps for Education. Journal of Usability Studies, 10(4), 160–181. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=109177132&site=eds-live
Cherry, K. (2018). The 4 stages of cognitive development. Background and key concepts of Piaget’s theory. Retrieved from: https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
Fatimah, A. & Santiana, S. (2017). Teaching in 21St century: Students-teachers’ perceptions of technology use in the classroom. Script Journal, Vol 2, Iss 2, Pp 125-135 (2017), (2), 125. Retrieved from: https://doi-org.libproxy.lamar.edu/10.24903/sj.v2i2.132
Garrett, N. (2009). Technology in the service of language learning: Trends and issues. New Jersey: Wiley
Google (n.d.a) G suite for education. Retrieved from: https://edu.google.com/products/gsuite-for-education/?modal_active=none
Gupta, P. (2016, September 9). Some interesting statistics & facts on blended learning you must know. Retrieved from: http://edtechreview.in/data-statistics/2506-blended-learning-in-the-classroom-statistics-research
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA Choice, Ownership, and voice through authentic learning.
Hofmann, J. (2011). Top 10 challenges of blended learning. Training, 48(2). Retrieved from: http://ww.cedma-europe.org/newsletter%20articles/Training%20Magazine/Top%2010%20Challenges%20of%20Blended%20Learning%20(Apr%2011).pdf
Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), 1–17. Retrieved from: https://doi-org.libproxy.lamar.edu/10.1371/journal.pone.0199959
Kish, M. (2015, August 20). Empowering students and teachers with blended learning [Blog post]. Retrieved from: http://www.p21.org/news-events/p21blog/1723-empowering-students-and-teachers-with-blended-learning
Lowes, S., Lin, P., & Kinghorn, B. (2015). Exploring the link between online behaviors and course performance in asynchronous online high school courses. Journal of learning analytics, 2(2), 169–194. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126957.pdf
Miranda Jr., J. (2011). Constructivism in the non-traditional system of education. Philippiniana Sacra, 46(137), 313–344. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132335107&site=eds-live
National Center for Education Statistics (2011). Achievement gaps: How Hispanic and White students perform in mathematics and reading on the National Assessment of Educational Progress. Retrieved from https://nces.ed.gov/nationsreportcard/pdf/studies/2011459.pdf
Sviridova, T., Sviridova, L., & Tymoshenko, B. (2011). Google Apps as solution of communication issues in educational process. In Perspective Technologies and Methods in MEMS Design. Retrieved from: https://ieeexplore.ieee.org/document/5960337
Tucker, C,. Wycoff, T., & Green, J. (2016). Blended learning in action. California: CORWIN
U.S. Census Bureau (2018). Hispanic heritage month 2018, census bureau reports [Newsroom]. Retrieved from https://www.census.gov/newsroom/facts-for-features/2018/hispanic-heritage-month.html
Wasoh, F. (2016). Exploring the roles of blended learning as an approach to improve teaching and learning English. Proceedings of the multidisciplinary academic conference, 165–171. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=113049846&site=eds-live