If you had asked me in 1997 what I thought technology
integration meant I would have said it is where teachers and students use
computers primarily as a tool to make your assignment easy to read or create a
motivational way to present their learning.
It would be the technology teachers’ job to teach them how to type and
use a few programs. In 2007 when I
received my first LCD projector and SmartBoard I thought how neat it is to
display my materials or show a website.
I was so excited to get rid of the overhead projector. (In fact, if anyone needs brand new
transparencies I think I could track down a whole box for you. They make great
tracers to introduce the idea of layers in ArcGIS
software.) During these years I was the one responsible for providing
the learning opportunities using a mindset Steve
Hargadon describes as WEB 1.0; teach the same thing each year to all the
students.
Jackie Gerstein is suggesting that web 3.0 has already
arrived. (Hold your horses, I just
learned about web 2.0.) While it may have arrived, most of the
teachers in my network are still working on implementing web 2.0. I believe most of my students are still
working on the mindset that school should have some technology. Would they even be able to handle a flipped
classroom? When I question my students
about the way they use technology most of their responses were for
entertainment alone. Facebook and gaming
were the two choices most frequently given.
Because of this, and my own desire to integrate technology into my
teaching, I’ve been trying out new bits of technology in each unit.  |
| Technology Integration in 1997 |
My understanding of technology integration has grown at a
rapid pace in the last few weeks. When
the Connected Educator class began I viewed technology integration as just
that, integrating technology into my lessons. I continued to use websites to
teach from, I used web quests more frequently because they were informative,
self-paced and a safe way to explore and learn, and Google Docs would be a
handy way to complete assignments. I’ve
also tried videos, and most recently having students create websites
to display information. While I am happy
to be using technology in these ways I am beginning to understand that
technology integration is so much more.
Web 3.0, flipped classroom, and wiki’s are all great ideas
but I still have some reservations. I
think I am grieving
what needs to be unlearned. I think I am
grasping for any straw I can find, any reason, just one, to decide it isn’t the
way for me or my students. I think I
found one, not all kids have access to technology. It is a good excuse but it wasn’t going to
last long. I happened to read Corinne’s blog and found an interesting
professional learning community. Ideas were flowing on how to solve the age
old problem of not enough access. Sure
students can stay after school, spend time with me during lunch, or be really
motivated and come to school early. The
article also offered suggestions that were right in front of me all along, what about flexible grouping, working with an
aid, or providing the students will an old flash drive with the saved video on
it just ready for viewing on an older computer at home. No need for the internet.
I now hold these truths about
integrating technology
- Most of my students do not use technology like what is described in The Atlantic article. They said it was their source of entertainment and for keeping up with their social network. I need re-think my lesson planning so it provides more of the possibilities to the students who are not motivated to teach themselves. This might look like flexible groupings, peers teaching peers, whole group lessons, and mini lessons.
- It may just be the way to break the apathetic cycle students have toward learning and homework. Technology integration reflects new ways of thinking that might be the differentiation I am desperately seeking.
- Students need to be better prepared for this new global economy created by the technology revolution and globalization; many of their jobs have yet to be created. Integrating technology means teaching the skills to effectively collaborate and crowd-source.
- I need to model what it means to collaborate. I want to build a new relationship with them where we become co-learners.
Andrea
ReplyDeleteI like how you were considering using flexible groupings, peers teaching peers, whole group lessons, and mini lessons to get your students more engaged in their learning (and as a means of using technology to educate themselves rather than just for entertainment).
As a teacher who tries to use flexible groupings and peer teaching several times per week, I would just offer a caveat: make sure you model what the behavior should look like with peer teaching and groups.
I made the mistake of assuming that kids could just teach each other or work in groups without guiding them on how to behave and take on roles. When I choose groups, I also like to assign jobs (which I can rotate so students try new roles instead of just sticking to what is comfortable). Having roles as leader/motivator, recorder, spokesperson, and supplier in mixed groups works well in my classroom.
Good luck. I'm sure you'll post about the successes and lessons learned from group activities.
I fully appreciate your apprehension. While I may talk a good game in my blog I also have my reservations. A few thoughts though...
ReplyDeleteWith regard to the trying out the flipped classroom, as you discovered, you can download the web content onto a zip drive or even a burn it onto a DVD. Also, perhaps you try it in the classroom the first couple times. I am sure you have times in your classroom when the kids are working independently. Try to incorporate a podcast or vodcast similar to what you would have them listen to or view from home so they can become accustomed to it with your assistance before they are expected to do it on their own.
With regard to your students current use of the web, I think one of the points Michael Wesch was making was that we need to teach our students how to use this powerful tool for more than just entertainment. I think many students don't even realize how much they know but between their Facebook, Twitter, Instagram, and Youtube accounts they are uploading and downloading an overloading amount of information everyday!
Ohhh.. Where to start! :) I love everything you are talking about and how you are rethinking your ideas of technology integration. So happy to see that you do use a lot of technology in your classroom already and are now thinking of ways to integrate it so that the students are part of the process. The comments are also wonderful. I love sharing of ideas and yes, grouping sometimes does not work as well as we hope. I find group projects are sometimes tough because there are those who do nothing as we know and others who do all of the work. If you are going to do that, try to have each of them have some type of job. That would ensure all of them have to do something. Integrating technology is a slow process where you start with a small idea, try it out on one assignment, see if it works or bombs! Keep going, small steps and before you know it, more and more technology integration will happen. Modeling with technology is so important. We think the kids are so savvy but often times we take it for granted. They are very savvy with their own technology, games, etc. but when it comes to digital literacy, we need to help them with that.
ReplyDelete