Using Technology - Awareness

Becoming aware of the technology that is currently available - this has been a huge discovery for me as an educator during my most recent course at Walden University. The reading and video resources, the assignments to work with technology and create new projects, and the interaction with my peers has greatly increased my awareness of and passion for creating a 21^st century classroom. As noted in Keengwe, et al. (2008), there are particular characteristics of teachers who successfully implement technology into their classrooms. These teachers seem to have “constructivist beliefs, higher confidence using technology, and positive beliefs about the efficacy of technology” (p. 84). As an educator, I do believe in the components of constructivism. For example, I believe students learn by constructing his or her own meaning Jonassen is quoted in Keengwe (2008) that, “students only learn when they construct knowledge, think, and learn through experience” (p. 85). Furthermore, I feel a strong sense of efficacy, or a “can do” attitude, is important to the learning process. It is the third component of these characteristics that I struggle with: having confidence using technology. My Walden courses have led me to the starting gate, but it’s me that needs to finish the race. The only way I will develop this confidence is by experimenting and continued training.

In the article written by Keengwe, et al. (2008), there is a debate over whether or not use of technology directly affects student learning. I was surprised by this article because I really thought there would be no debate at all. Of course it affects student learning. After all, I would guess that 100% of my students are both engaged and motivated when using a computer for anything. However, as stated in this article, “educators are faced with many new challenges and responsibilities. One primary task involves determining how best to utilize available technology resources to enhance student learning” (p. 79). In other words, simply using technology will not necessarily increase learning; the most important thing is using technology effectively. I feel this is clarified in what Jonassen has to say, as quoted in the Keenqwe, et al. (2008) article, “computers can be used to support meaningful learning when technologies engage learners in five ways: (a) knowledge construction, not reproduction; (b) conversations, not reception; (c) articulation, not repetition; (d) collaboration, not competition; and, (e) reflection, not prescription” (p. 86). My knowledge of teaching and how students learn has been deepened by these critical points.

Learning how technology can be successfully used in the classroom reemphasizes that classrooms today are no longer teacher centered, but rather they are student centered. As Prensky (2008) states, “The world is no longer a dark, unknown place for today’s school kids. Kids are not intellectually empty. Even though some of what they know may be incomplete, biased, or wrong, (students) arrive at school full of knowledge, thoughts, ideas, and opinions about their world and their universe” (p. 42). Therefore, teachers can no longer simply dictate knowledge. This quarter I am teaching my Freshmen about research skills and nonfiction text. My essential question for them to ponder throughout the unit states, How can learning research skills help us to become life-long learners? Today’s teacher is not writing on a blank chalkboard, metaphorically speaking. Prensky offers us his “Principles for Principals” and says we should be “implementing the new ‘kids teaching themselves with guidance’ model” (p. 43). As further noted by Prensky, “Teachers would no longer be the providers of information, but instead would be the explainers, the context providers, the meaning makers, and the evaluators of information that kids find on their own” (p. 42). Learning is no longer about listening and memorizing; it has become more about discovery. How can I begin to “teach” my students how to become life-long learners? This is my goal – teach them the skills that will help them to become discoverers. Technology will certainly play a big role in meeting this goal.

Similarly, as a professional, I must also use this same discovery model in order to continue to expand my own knowledge of learning, teaching, and leading with technology. With an attempt to leave some of my digital immigrant accent behind, there will be an ongoing struggle to become adopted by these digital natives. My students, the so-called natives, need for me to assimilate in order to be an effective teacher. If I want to continue to grow as an educator, I will need to continuously discover new ways to effectively teach with technology. As information continues to grow exponentially, both the students and myself will need to have the skills to discover how to retrieve the most accurate and reliable information available. In a sense, the goals of today’s teacher and today’s students have seemed to merge.

Finally, as important as it is for students to become goal-setters, it is equally as important for educators to set goals. One goal that I would like to accomplish over the next few years is to develop a large repertoire of learning objectives. Cramer (2007) describes learning objectives as “instructional material found on the internet that can be used to illustrate, support, supplement, or access student learning” (p. 126). Learning objectives would include such things as virtual field trips, primary sources, tutorials, and supplemental graphics, to name a few. Not only would learning objectives help to motivate and engage students, but they supplement the learning experience. Just last week, we were reading about real people who inspire. Our topic of the day was Kyle Maynard, a successful wrestler who was born with physical challenges – namely, he has deformed arms and legs. I was able to show a video of Kyle after the reading passage; needless to say, the students were engaged. However, I really do not think this is a true learning objective as defined by Cramer. I want to be able to find sources on the web that effectively help to increase learning. In addition, I believe using learning objectives would provide great opportunities for differentiation both in the area of remediation and enrichment.

A second goal that I would like to achieve over the next few years is to include a weblog, wiki, or podcast opportunity within each quarter of school. I have toyed with using a weblog solely so that the students could use technology to communicate with each other, share their reading projects, and learn how to make critical comment to their peers. Unfortunately, the blog service I used was not able to be fully accessed by the students while at school. Since then, I have discovered Edublog.com which is accessible from school. In addition, I am planning for my students to create and share a wiki. This, too, will be a trial and error experiment. The kids, however, are crazily excited about this opportunity. They are already asking me a lot of questions about how it works. My goal, however, is to feel confident and competent enough to include a technology project every nine weeks of the school year, if not more often.

Today’s students are ready for these challenges at school. I really liked what Randy Kolset had to say in his recorded interview (Laureate, 2007), “When they begin asking (about working with technology), you either start to get frustrated or you allow new things to happen”. I want to be one of those teachers who allows exciting things to happen with technology.

References:

Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92

Laureate Education, Inc. (2007). Brining the fun into teaching with technology. [Video]. [With Dr. David Thornburg and Hall Davidso].

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.

An Interview With My Students

What's the difference between a Digital Native and a Digital Immigrant? Well, how do you feel about technology? Are you comfortable with it? Can't get enough? Use it as often as possible? YOU are most likely a Digital Native - having grown up in the era of technology - born with a mouse under your tiny little hand. I, however, am most definitely a Digital Immigrant - still holding on to the "accent" of my past. I am overwhelmed and intimidated by technology. I see the need; I'm willing to learn; I'm willing to try. Nonetheless, my brow starts to sweat at the mention of a new form of technology that I have to learn to master. So what are the experiences and desires of my students? Listen to my podcast, where three typical students briefly discuss the technology in their lives.
http://lhudson.podbean.com/mf/web/bsbssv/interview.mp3

Partnership for 21st Century Skills!

The Partnership for 21st Century Skills is an impressive website. My first reaction was to think, oh my – this is the perfect information to send to my superintendent and principal. In reviewing the 21st century support systems, I feel a huge relief in seeing that this organization is well aware that teacher training is of utmost importance; it offers an abundance of resources. I am further impressed that the partnership consists not only of educators, but of business leaders and policymakers - emphasizing the awareness and importance of the project. I am encouraged by this website - change is at hand

I was surprised by the wealth of information that was provided by the partnership to start implementing 21st century skills within schools – for example, the Partnership’s MILE Guide Self-Assessment tool and the Partnership’s Route 21 plan. It is amazing that I am reviewing this information the very day that I scheduled a meeting with our district’s superintendent to talk about the information from this course and the need to tweak our curriculum. It is a pleasure to see resources for everything from the names of presenters to community press releases.

I am confused about a few things on the site. It appears that each state is being invited to become a P21 State partner. However, according to the site, each state is required to, “design new standards, assessments, and professional development programs… (and) to submit an application that outlines their commitment to and strategy for implementing a 21st Century Skills initiative within their state”. This seems like a monumental task.

The implications for my students would be more access to technology, access to teachers with expertise, and better preparation that will help them compete in a world market. What are the implications for me as an educator? It would appear that my master’s classes are just the tip of the iceberg. Getting district approval, training staff, and acquiring access to computers and other technology will take time, effort, and money. However, we should not procrastinate. While we are waiting, other states and countries are speeding ahead. We need to get started.

Ideas for my blog

As an English teacher, I am both intrigued and elated by the idea of creating a weblog for my students. There is so much potential in blogging - not only to challenge students with their writing skills, but also to create a place for students to make personal connections to the text. In addition, I see blogging as an opportunity to showcase student work as well as their personal interests.

My students are currently studying short stories. Most recently, they each chose a short story of their own. The culminating activity for this unit is a short story book fair where students will be showcasing their individual projects chosen from a teacher created list of ideas. At this time, students will circulate the classroom looking for short stories that they want to add to their reading list. Beginning with a blog assignment would be motivational and genuinely new experience for my students. My goal is to utilize blogging with my students by having them write a book review for their short story. With blogging, I am no longer their audience. They would be writing for their peers throughout the 9th grade. Furthermore, if asked to comment on at least two of their peers reviews, they are utilizing their reading skills, learning how to evaluate each others' writing, and using the complete writing process to publish their work. This would be a great way to set the tone and the expectations for the final project.

After Christmas break, we will begin our poetry unit. During this unit, I would like to have students post their original pieces for critical review by their peers. Students would be challenged to include various forms of figurative language, sound devices, and symbolism - thereby creating an assessment for their peers. In turn, students would be ask to identify and interpret these literary devices found in each others' work .

Finally, Romeo & Juliet offers a plethora of weblog ideas that would be both engaging and motivational for my students. For example, students could work in small groups to write character sketches for various scenes. In addition, students could respond to essential questions like, "Why does love sometimes make us do things we wouldn't normally do?" - I am imagining an "online Socratic Seminar." Combining the power of a weblog with the social learning of a Socratic Seminar would empower my students to become critical thinkers by letting them respond to essential questions while working in a social network with their classmates.

When you have too many things to do...

What should I do when I have too much to do? Is this a rhetorical question? I think not. There has to be a plan - a critical response. Everyone feels overwhelmed now and then. So... what should you do? My first thought is DON'T GET SICK. My second thought is DON'T SWEAT IT IF SOMETHING DOESN'T GET DONE. After all, we can only do so much, right?
So, here's the drill.
1. Keep an agenda and REALLY USE IT. Add every assignment, appointment, practice time and place, dates with boyfriend, lunch with girlfriends, etc- - everything! Don't forget to add it, and don't forget to look at it EVERY DAY!
2. Prioritize - if you have an assignment due in two days and a birthday present to buy before the party tomorrow - prioritize. Personally, I'd have a lot more fun looking for a birthday present if I didn't have that little inner self saying, "hey, you're assignment is still not done!" So, get hopping! Get out the books, sit before the computer, and get it done. THEN you can shop till you drop.
3. Don't forget some "me" time. Even if it's just sitting in front of your favorite t.v. show - do it. Remember, "all work and no play, makes Jack a dull boy," right? So, don't be dull.