Technology and the Future

Looking backwards at the work I have accomplished, I am able to take a glance at where I will be headed in the future. It is in these moments of reflection I can truly see all that I have accomplished, and those that I have plans to do. The learning activity I created uses a simple application of the Ipad, yet I am intrigued at the many other applications in the classroom. With one tool, many things can be done; it is like the Swiss army knife of computing. In thinking about emerging technologies, handheld technologies are the newest tool to be implemented in our district. In the last year, I have focused on their uses in the classroom and their future within our student’s lives. The lesson that I created was a stepping-stone into the next phase of technology use within my school.

Reflecting upon my previous work provides a needed look at what works and what can be improved upon. I find that I do not spend enough time reflecting on lessons, or my own learning. As I look back at all that I have done in the last couple of years with Walden, it seems as if a lifetime of work has happened. I feel as if I have transformed my lessons and classroom environment into one that is more receptive to the use of technology, as well as how students will use that technology.

It is not just about the gadgets. While I still feel a draw to the newest gadget, or tool, it is their use and the applications that may align themselves with that tool that now hold my attention. One adjustment to identifying emerging technologies is to keep an eye on my blog reader. Following several new authors with similar interests allows me to stay connected to the educational technology world. There is many times, that I feel as if I am speaking a different language when I talk to fellow professionals within my district about technology in the classroom. I seem to be the person that others seek out for advice about a new technology, or helpful hints in ways to use existing technology. Opening the walls of my classroom and school to others in different states and countries has helped me to feel as if there are other people like me, wanting to learn more but never having had enough resources. Since the first day of embarking on my adventure with Walden, I began looking for other professionals that could enhance my personal learning network. With an eye on who is included in my blog reader, “it’s critical for our students and teachers to create, nurture, and include varied viewpoints in our PLNs” (Fisch, C., 2008). I no longer feel alone.

Supporting 21st century learners has become a priority within my classroom. As education has changed in the way it is delivered, as well as received, it is becoming more critical to grow with my students. Another adjustment to be made is to continue learning about the technology available as well as what drives my students. Following the trends in technology and finding those that are meaningful and beneficial to my classroom will help me to stay current with what drives my students. I plan to utilize many of the resources I have been introduced to within Walden as well as within my personal learning networks. Using more tools for collaboration and creation will be skills that I plan to develop for my classroom. “[Young people] expect to interact with and have a voice in everything they do” (Lemke, C., Coughlin, E., 2009, p.56) After realizing that the internet is more than a tool for searching but as a way of connecting, I look forward to bringing the world to my students. My students will receive more than just a basic technology experience, but one that is enriched with their questions and interests. I have learned that “technology can make a significant positive impact on the quality of teaching and learning, the level of student motivation and engagement, and the intensity of career preparation” (Gillard, S., Bailey, D., 2007). I have discovered how to find technology that will drive my students to be more engaged in the material, as well as create more learning opportunities. I look forward to learning from the digital citizens sitting in our classrooms.

References
Fisch, K. (2008). My Personal Learning Network. Learning & Leading with Technology, 35(6), 17. Retrieved from EBSCOhost.

Fullan, M. (2002). The Change Leader. Educational Leadership, 59(8), 16. Retrieved from EBSCOhost.

Gillard, S., & Bailey, D. (2007). Technology in the Classroom: Overcoming Obstacles, Reaping Rewards. International Journal of Learning, 14(1), 87-93. Retrieved from EBSCOhost.

Lemke, C., Coughlin, E., (2009) The Change Agents: Technology is empowering 21st century students in four key ways. Educational Leadership. California.

UDL At A Glance

The following movie is an excellent presentation that clearly explains Universal Design for Learning (UDL). As I further study how to create more equitable access to learning, and providing students with opportunities to explore different learning opportunities, I find myself changing my teaching philosophy. Allowing for more project based learning, and cooperative group work my classroom can become more learner centered.

Carrying out my GAME plan

http://macalchemist.com/wp-content/uploads/Game-Plan-300x199.jpg

As I further my exploration into applying technology into my classroom content, I developed a GAME plan that will focus my teaching. This week I am looking at the progress of my GAME plan. 

 

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

Teachers: promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

Teachers:

Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

 

In carrying out my GAME plan, I will need to use my colleagues at my school, as well as within my personal network. Students will also need to learn how to appropriately respond to content online. By teaching lessons that include an online comment portion, students may safely practice and apply what we are learning in school. The use of blogs, wikis, and other collaboration tools will need to be at done at school, as there is a limited amount of technology available at students’ homes. This will require that students will need access to the laptop cart that is shared with the other 600 students at our school.

Before beginning this process, I need to clarify any permission forms that need to be signed by parents. Our district has a form that students need to sign before using the computer, but it is not clear about what and how students’ material is used online. Many of the struggles I am currently facing is the inevitable time. With so many mandates that already fill my time, I am struggling with fitting my GAME plan within my schedule. One of the things I need to do is to look at how I can use collaborative tools within my electricity unit, as well as giving them problem-based learning activities to challenge students to work together to solve a real-life problem. It is a challenge for third grade students to communicate in type, yet another goal of mine is to work on their keyboarding skills, or at least a beginning understanding of the keyboard layout.

So far, in my class we have talked about being appropriate online, and how to comment respectfully. Students have explored the creative side of www.kerpoof.com and I have plans to allow for the chat portion in the near future. We have a long way to go!

Cooperative Learning, Conectivism, and Social Learning

http://annejohnsrud.blogspot.com/2009/02/cooperative-learning-and-short-stories.html

Cooperative learning is one of my preferred methods of learning. I enjoy working with others, discussing the information, and problem solving as a team. Some students have a hard time working collaboratively, I believe that many of the issues stem from other behavior or social issues. Many of the trainings I have attended discussed ways of implementing cooperative learning effectively in the classroom. Now the focus is on implementing technology to work collaboratively with others. There are numerous multimedia tools available to help “students interact with each other in groups in ways that enhance their learning” (Pittler, p.139). When students are interacting academically, they are continuing to build their network of knowledge.

Dr. Orey discussed the zone of proximal development as being what a student is able to learn at this time. A student is ready for the information, it is not already known, or too challenging that they need a “more knowledgeable other” (Laureate, 2009). The social learning theories would describe the place where students and technology can act as the “more knowledgeable other”. According to George Siemens, students are able to access an abundant amount of information, and have a rich network of technology in the way they connect with other people and data (Laureate, 2009). It is this ability to instantly access information and connect with others that is the basis for the social learning theories.

Students are able to work cooperatively and construct their own knowledge by utilizing the amazing array of resources listed in our text. By connecting the constructivist and social constructivism learning theories, students can solve a problem by gathering data relying on other people or information available. Many of the resources listed in the text were things I had not heard of, yet I plan to find ways to thoughtfully implement in my future classes. One of my goals is to build a classroom that is more globally aware; by using keypals, students could connect in a timelier manner with other kids around the world. Through communicating and building a network outside of our locality, students can begin to understand the similarities and difference in the world around them. One strategy that I am already using is having a webpage with a shared calendar to communicate events with students and their families. It has been very effective for families as a window into the activities in our classroom. Even though I still write a weekly newsletter, I find that updating a webpage with events and other happenings is an easier method to inform families. The challenge is to support my families who do not have access to a computer or the Internet. I also use the webpage as a resource to collect bookmarks for our different units; students are able to access these links quickly and easily. By opening our classroom to a more global community, but being mindful of student safety and online responsibilities, my students will find new ways of constructing knowledge and creating their networks of learning.

References

Laureate Education, Inc. (Producer). (2009a). Connectivism as a Learning Theory [DVD]. Baltimore, MD: Siemens, G.

Laureate Education, Inc. (Producer). (2009b). Social Learning Theories [DVD]. Baltimore, MD: Orey, M.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.