OK. I am digging this Hedron text. I so like that He offers specific lessons which teachers can use - right down to assessment questions.
Before he gets into that in this chapter on podcasting, Hedron (2008) offers some advice to teachers who have not experimented with podcasting yet, and it really is great advice for any new technology. First, before a teacher can have students create a podcast, he/she must be very familiar with a podcast. He/she should subscribe to them and listen to them. Next, the teacher must consider the school's acceptable use policy. Posting anything online can be dangerous business. Students must be reminded to not use their full names or offer any other personal information.
With that said, Hedron offers several ideas for podcasting in the classroom. The most obvious use would be a news cast. Some others are book reviews, end-of-unit reports, career interviews, or foreign language interviews. What I like most about these lessons is that Hedron gives resources to use every step of the way. Hedron offers podcast planning sheets, step-by-step procedures, and assessment questions. What I like overall about the podcast is the fact that in order for students to do an adequate job, they must do some research and create an actual script. So a podcast lesson is multifaceted. Then there is the idea of having an actual audience. I agree that it would encourage students to do a better job. They don't want to look or sound like idiots.
There really is a lot that we have read this semester that I could connect this information to, but I feel like I have said it all already. Of course there are several elements of podcasting that show the qualities of MLT - collaboration, real-life connections (authentic work), intentionality, active inquiry, etc. I could get into the levels of understanding technology. Clearly to work with podcasts, one would have to be at least at the appropriation stage. Because podcasts are so new to students, teachers would have to have such a level of understanding.
At any rate, I hope that in my free time (ha...so much of it, remember?), I can become familiar with podcasts so that I can incorporate their use into my classes and my book club.
Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.
Thursday, December 3, 2009
Horizon Report - 2009
This report was awesome - current, relevant, and useful. Like many other sources we have read this year, this report points out that the best learning with technology incorporates real-life experience. However, the report states that this kind of learning "is not occurring enough and is undervalued when it does take place." (2009). The first thing I did was write "standards" in the margin. Then soon after, I read Kleiman's follow-up article (2004) in which he states, "The focus on standardized testing as the sole measure of success by students, teachers, and schools has cuased many educators to focus on how technology can be used to increase scores, rather than how they can best prepare children for their lives in the 21st century." EXACTLY! Schools are missing the boat on how to best use technology. However, the Horizon Report looks at the technology of the future and how schools might utilize that technology.
The horizon report:2009, k-12 edition. (2009). The New Media Consortium. Retrieved December 3, 2009 from http://nmc.org/pdf/2009-Horizon-Report-k-12.pdf
Kleiman, G.M. (2004). Myths and realities about technology in k-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education 4(2), 248-53. Retrieved December 3, 2009 from http://www.citejournal.org/articles/v4i2seminal2.pdf.
The report lists six technologies and how they might impact schools. Some of those technologies are readily available now, while others are in beginning stages of development and use.
The first is collaborative environments. The report says that this will have a significant impact within a year or less. With sites such as google docs, all this one will take is teacher training. Collaboration is an important element of mlt.
The second is online communication tools, which students use all the time for social reasons. Now, to take that energy and use it for education!
The third is mobiles. The students who have phones are getting younger and younger. My 8-year-old is begging for one and can't seem to wrap his head around the fact that I was 30 when I got my first phone! At any rate, the mobile phones these days are really amazing. GPS, internet, kindle for my iphone, the app choices are just about endless. This is another tool that teenagers would respond really well to in classroom use.
The fourth is cloud computing, which basically allows the user to use applications with ample online storage space very cheaply (or free). The online tools readily available to students these days are amazing. My wiki just on the presentation tools alone does not even scratch the surface.
The fifth is SMART objects. I thought immediately of the smart board here, but it appears that is just the beginning.
The last is the personal web. No longer do we just visit sites. We can now tailor the internet to our own personal needs and interests. Google home pages, delicious book marks that keep track of our every online whim.
What I liked most about this article was the list after list of resources a teacher could use to further explore any of these technologies. You can bet in my free time (I have so much of it!) I will begin to check out some of these sites and create my own list on delicious!
The horizon report:2009, k-12 edition. (2009). The New Media Consortium. Retrieved December 3, 2009 from http://nmc.org/pdf/2009-Horizon-Report-k-12.pdf
Kleiman, G.M. (2004). Myths and realities about technology in k-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education 4(2), 248-53. Retrieved December 3, 2009 from http://www.citejournal.org/articles/v4i2seminal2.pdf.
The report lists six technologies and how they might impact schools. Some of those technologies are readily available now, while others are in beginning stages of development and use.
The first is collaborative environments. The report says that this will have a significant impact within a year or less. With sites such as google docs, all this one will take is teacher training. Collaboration is an important element of mlt.
The second is online communication tools, which students use all the time for social reasons. Now, to take that energy and use it for education!
The third is mobiles. The students who have phones are getting younger and younger. My 8-year-old is begging for one and can't seem to wrap his head around the fact that I was 30 when I got my first phone! At any rate, the mobile phones these days are really amazing. GPS, internet, kindle for my iphone, the app choices are just about endless. This is another tool that teenagers would respond really well to in classroom use.
The fourth is cloud computing, which basically allows the user to use applications with ample online storage space very cheaply (or free). The online tools readily available to students these days are amazing. My wiki just on the presentation tools alone does not even scratch the surface.
The fifth is SMART objects. I thought immediately of the smart board here, but it appears that is just the beginning.
The last is the personal web. No longer do we just visit sites. We can now tailor the internet to our own personal needs and interests. Google home pages, delicious book marks that keep track of our every online whim.
What I liked most about this article was the list after list of resources a teacher could use to further explore any of these technologies. You can bet in my free time (I have so much of it!) I will begin to check out some of these sites and create my own list on delicious!
Myths and realities
I really enjoyed reading the two articles about the myths and realities of using technology in the classroom. It seems to me that school districts have always liked to brag about how much technology they have, but really how many computers a school has is really no measure of how much or how well that technology is actually being used. So I thought Kleiman was right on not only with the myths but also with the reevaluation five years later.
Myth 1 - Putting computers in schools improves learning - more computers = more learning (2001).
Insightful...it seems that Kleiman was right about the barriers school districts face - in his 1999 article and the one five years later. He says that the computers might be there, but they are not necessarily being used "in ways that enhance teaching and learning." It's true. Perhaps computers are used for reward time or for skills drills, but they have much greater potential. In his 2004 article, Kleiman mentions a new development that seems to be having an effect on computer use - the No Child Left Behind Act. That's a huge influence.
When we looked at MLT earlier in the semester, there was an emphasis placed on making connections between learning and real life. We also discussed alternative ways to assess student work. The recent emphasis on standardized tests seems to be in complete opposition to the ideas of MLT. I look around my district, and I see that these tests have influenced technology use in a negative way. Computers are used, all right, but they are used for standardized testing practice. Students in grades 9 - 12 take Scantron tests four times a year. Now I will say that it is pretty handy that a student can take a test, and I can see a result immediately that compares their score with what is considered proficient on the PSSA. I can see immediately which skills the students need to work on. However, if they do not score proficient, what do they get? More computer skill work. So the technology is helpful, but is it meaningful for the students? Probably not. They are using it for skill drill instead of making real life connections.
On the other hand, I have to say that as much as our district places an emphasis on testing, they also see the value of MLT. I just attended a smartboard training yesterday (not that I actually HAVE a smartboard!). Even though last year was the final year of the Classrooms for the Future grant, our district chose to continue to pay for the CFF coach, who is a teacher in our district. He is doing his best to help the teachers in the district to use the technology they have received in the best way. He offers training on some of the latest technological tools, many times one on one. It is also wonderful that he is a teacher in the district. Not only does he have the necessary knowledge of the district and its students, but he will still be around once his position as coach ends. And hopefully by then, he will have trained some other "experts" in the schools.
So I have some mixed feelings about computer use in our school. Although the goundwork is there, we have a long way to go. We are not using technology to its full potential.
Kleiman, G.M. (2000) Myths and realities about technology in k-12 schools. LNT perspectives. Retrieved December 2, 2009 from http://www.edtechleaders.com/documents/myths.pdf
Kleiman, G.M. (2004) Myths and realities about technology in k-12 schools: Five years later. Contemporary issues in technology and teacher education, 4(2), 248-53. Retrieved December 3, 2009 from http://www.citejournal.org/articles/v4i2seminal2.pdf
Myth 1 - Putting computers in schools improves learning - more computers = more learning (2001).
Insightful...it seems that Kleiman was right about the barriers school districts face - in his 1999 article and the one five years later. He says that the computers might be there, but they are not necessarily being used "in ways that enhance teaching and learning." It's true. Perhaps computers are used for reward time or for skills drills, but they have much greater potential. In his 2004 article, Kleiman mentions a new development that seems to be having an effect on computer use - the No Child Left Behind Act. That's a huge influence.
When we looked at MLT earlier in the semester, there was an emphasis placed on making connections between learning and real life. We also discussed alternative ways to assess student work. The recent emphasis on standardized tests seems to be in complete opposition to the ideas of MLT. I look around my district, and I see that these tests have influenced technology use in a negative way. Computers are used, all right, but they are used for standardized testing practice. Students in grades 9 - 12 take Scantron tests four times a year. Now I will say that it is pretty handy that a student can take a test, and I can see a result immediately that compares their score with what is considered proficient on the PSSA. I can see immediately which skills the students need to work on. However, if they do not score proficient, what do they get? More computer skill work. So the technology is helpful, but is it meaningful for the students? Probably not. They are using it for skill drill instead of making real life connections.
On the other hand, I have to say that as much as our district places an emphasis on testing, they also see the value of MLT. I just attended a smartboard training yesterday (not that I actually HAVE a smartboard!). Even though last year was the final year of the Classrooms for the Future grant, our district chose to continue to pay for the CFF coach, who is a teacher in our district. He is doing his best to help the teachers in the district to use the technology they have received in the best way. He offers training on some of the latest technological tools, many times one on one. It is also wonderful that he is a teacher in the district. Not only does he have the necessary knowledge of the district and its students, but he will still be around once his position as coach ends. And hopefully by then, he will have trained some other "experts" in the schools.
So I have some mixed feelings about computer use in our school. Although the goundwork is there, we have a long way to go. We are not using technology to its full potential.
Kleiman, G.M. (2000) Myths and realities about technology in k-12 schools. LNT perspectives. Retrieved December 2, 2009 from http://www.edtechleaders.com/documents/myths.pdf
Kleiman, G.M. (2004) Myths and realities about technology in k-12 schools: Five years later. Contemporary issues in technology and teacher education, 4(2), 248-53. Retrieved December 3, 2009 from http://www.citejournal.org/articles/v4i2seminal2.pdf
Wednesday, November 11, 2009
Presentation tools
Okay, so I am trying to come up with topics for my blog, and doing an entry on the wiki I created might be a stretch. However, I did spend hours and hours and hours creating it and researching for it, so I don't feel bad. In addition to learning more about each technology, I learned a few other valuable lessons.
First and foremost, no matter how easy these tools claim to be, it is absolutely imperative that a teacher makes a presentation of her own using it before attempting to have students use the technology. There are so many little things I learned about each site that I would not know otherwise. For example, register on these sites first. Can you use them without registering? Yes, in many cases. However, when you do that, it really is just for testing it out purposes. You can not normally save, publish, or embed without registering. And then, if you've created something you like, you run the risk of losing it.
Uploading takes time! I would suggest, if possible, saving the images you will need in one file before uploading, maybe on the desktop or on a flash drive. Having everything in one place, and having only the images you will be using, will be a time-saver. And also, having this file in place will also ensure adequate pre-planning. The last thing you want students doing is searching and searching for images (which they will do all day long if you let them) at the same time they are trying to put together a presentation.
By creating presentations myself, I realize just how long it will probably take students. Now I know that kids these days are technologically savvy, yet some of these presentations took me hours, simple as they are. Now I could do one much more quickly, but our students will be in the same learning situation. Certainly, I will be in the position to create wonderful step-by-step directions, and I will be able to give them hints and tips about using the technology, but when it comes right down to it, they will have to learn for themselves the best way they can. It will take more time than I expect.
All of that said, I do believe that it will absolutely worth it to have students using some of these technologies. Look below for others who feel the same way:
First and foremost, no matter how easy these tools claim to be, it is absolutely imperative that a teacher makes a presentation of her own using it before attempting to have students use the technology. There are so many little things I learned about each site that I would not know otherwise. For example, register on these sites first. Can you use them without registering? Yes, in many cases. However, when you do that, it really is just for testing it out purposes. You can not normally save, publish, or embed without registering. And then, if you've created something you like, you run the risk of losing it.
Uploading takes time! I would suggest, if possible, saving the images you will need in one file before uploading, maybe on the desktop or on a flash drive. Having everything in one place, and having only the images you will be using, will be a time-saver. And also, having this file in place will also ensure adequate pre-planning. The last thing you want students doing is searching and searching for images (which they will do all day long if you let them) at the same time they are trying to put together a presentation.
By creating presentations myself, I realize just how long it will probably take students. Now I know that kids these days are technologically savvy, yet some of these presentations took me hours, simple as they are. Now I could do one much more quickly, but our students will be in the same learning situation. Certainly, I will be in the position to create wonderful step-by-step directions, and I will be able to give them hints and tips about using the technology, but when it comes right down to it, they will have to learn for themselves the best way they can. It will take more time than I expect.
All of that said, I do believe that it will absolutely worth it to have students using some of these technologies. Look below for others who feel the same way:
- "Google Docs is on its way to becoming a "ubiquitous" application in many high schools and colleges, one that is in such wide use that it is assumed that most know how to use it. Is it ubiquitous in your school?" (Resenfelde, 2008).
- About animoto: "little visual masterpieces for your website or blog. In a word, they look nothing short of terrific." (Graham, 2007)
"As a video producer in a former life, I was honestly blown away at the quality of the video produced...For being automated, the video produced is quite sophisticated and individual. The edits and effects are appropriate to the music's pacing and personality. " (Maltais, 2008) - About wordle: " Imagine providing students with a whole new perspective on information, revealing key concepts and patterns previously unseen, all using this simple tool." (Foote, 2009).
- About jog the web: "Now by using the Jog the Web designed tracks within my WebQuests, I have a much more precise way to differentiate the multiple pathways students can take in doing their research." (Carpenter, 2009).
- About glogster: From a recent Reuters article: "'Bottom line is that students learn better while having fun,' said James Dachos, Education Manager for Glogster EDU. 'Glogster EDU produces a creative, dynamic and innovative digital outlet that captures a learner's excitement for online creations, while keeping them engaged in course content. That makes teaching and learning fun for everyone.'" (2009).
(2009). About animoto. Retrieved from http://animoto.com/company/
Carpenter, D. (2009, January 7). Jog the web 2.0 tool. U tech tips Retrieved from http://www.utechtips.com/jog-the-web20-tool/
Connelly, A. (2009, Sept. 30). Glogster EDU launches EDU.Glogster.com to take its education technology to the next level. Reuters. Retrieved from http://www.reuters.com/article/pressRelease/idUS130538+30-Sep-2009+BW20090930
Foote, C. (2009). It's a Mad, Mad Wordle. School Library Journal, 55(7), 32-34. http://search.ebscohost.com
Maltais, M. (2008, Dec. 23). Appiphilia: Animoto lets iPhone users create videos in minutes. Los Angeles times: Technology. Retrieved from http://latimesblogs.latimes.com/technology/2008/12/animoto-iphone.html
Rosenfeld, E. (2008). Useful Web 2.0 tools for teachers and students. Teacher Librarian, 35(4), 72. http://search.ebscohost.com
Graham, J. (2007, Oct. 1). Here's a cool twist on slideshows. USA today: Technology live. Retrieved from http://blogs.usatoday.com/technologylive/2007/10/heres-a-cool-tw.html
Wikis - classroom applications
Another Hedron chapter that gives practical ideas on using technology in the classroom - yay! The very first suggestion talks about having a class or even an entire school project in which students create their own version of wikipedia - their own encyclopedia of knowledge. I'm not sure about this idea. I like it to an extent - it would be kindof cool to have a class encyclopedia of the vocabulary words or something. And...it certainly would be an outstanding lesson to students on the evaluation of information. ANYONE can put information on the web. Hedron offers several examples of possible topics for a school knowledge base. It does sound like a great project - imagine the entire school collaborating on one project. However, there are challenges. How do you get every teacher to agree to be a part of it? And maintaining the site would be a huge challenge.
The second idea clearly illustrates that Hedron is a MAN. He suggests using a wiki to keep track of personal nutrition choices - food choices, exercise, body weight. Are you kidding me? Those are things girls or even grown women would not want to publicly broadcast. Yikes, Mr. Hedron!
Idea 3 - Using a wiki to showcase writing. A good idea, as long as the writing is not too personal. Writing with the end goal of publication would make a student do his/her best. Plus there is the bonus of feedback.
Idea 4 - developing a classroom constitution. Middle school kids would eat this up!
Idea 5 - using in a math class. Students create a real life situation that includes a math problem. Then students post the math problem on one page and the solution on another. I think this is wonderful. First, it gets a math class to use wikis. Second, students will understand word problems much more when they practice developing their own.
Idea 6 - Creative writing. Students write a story with several possible twists and endings. Great creative writing idea - even better for cooperative learning.
What I like about the Hedron text is that not only does he give practical applications of the technology, but he also offers procedures and assessments for each lesson.
Another thing I like about this Hedron text is that it seems to exemplify many of the ideas we read about in the Ashburn and Floden text. In chapter 1 of that text, Ashburn (2006) points out six characteristics of meaningful learning using technology. Without really even giving it much thought, all of Hedron's ideas from this chapter can show most of those characteristics. For example, content centrality asks that the task relate to the big ideas of the class, to clearly relate to the class' goals. All of these ideas would do that. They would also involve authentic work. Even the math idea asks students to come up with a real life situation. All ideas involve active inquiry. The students are using the wiki as a tool to actively examine something about the subject area. And lastly, most projects were designed for collaborative work. Awesome!
Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.
The second idea clearly illustrates that Hedron is a MAN. He suggests using a wiki to keep track of personal nutrition choices - food choices, exercise, body weight. Are you kidding me? Those are things girls or even grown women would not want to publicly broadcast. Yikes, Mr. Hedron!
Idea 3 - Using a wiki to showcase writing. A good idea, as long as the writing is not too personal. Writing with the end goal of publication would make a student do his/her best. Plus there is the bonus of feedback.
Idea 4 - developing a classroom constitution. Middle school kids would eat this up!
Idea 5 - using in a math class. Students create a real life situation that includes a math problem. Then students post the math problem on one page and the solution on another. I think this is wonderful. First, it gets a math class to use wikis. Second, students will understand word problems much more when they practice developing their own.
Idea 6 - Creative writing. Students write a story with several possible twists and endings. Great creative writing idea - even better for cooperative learning.
What I like about the Hedron text is that not only does he give practical applications of the technology, but he also offers procedures and assessments for each lesson.
Another thing I like about this Hedron text is that it seems to exemplify many of the ideas we read about in the Ashburn and Floden text. In chapter 1 of that text, Ashburn (2006) points out six characteristics of meaningful learning using technology. Without really even giving it much thought, all of Hedron's ideas from this chapter can show most of those characteristics. For example, content centrality asks that the task relate to the big ideas of the class, to clearly relate to the class' goals. All of these ideas would do that. They would also involve authentic work. Even the math idea asks students to come up with a real life situation. All ideas involve active inquiry. The students are using the wiki as a tool to actively examine something about the subject area. And lastly, most projects were designed for collaborative work. Awesome!
Ashburn, E. & Floden, R. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York: Teacher’s College
Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.
Tuesday, November 10, 2009
Blogging with Students
The Hedron chapter, Blogging with Students, offers many practical suggestions about how to utilize blogs in the classroom. Each suggestion is really an entire lesson plan, complete with procedures and assessments.
The first suggestion is my favorite - using blogging for closure. This works especially well if you have class in a computer lab (or the library :) ). When I think of blogging, I am reminded of journaling, and this use seems to exemplify that. When I was planning lessons, the idea of real, meaningful closure was one of the most difficult parts of planning. Used in this sense, the students reflect on the lesson at the end of the period. Their reflections serve not only to evaluate their learning for the day but can also serve as an anticipatory set for the next day.
What I liked most was the set of questions in this chapter of Hedron:
Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.
The first suggestion is my favorite - using blogging for closure. This works especially well if you have class in a computer lab (or the library :) ). When I think of blogging, I am reminded of journaling, and this use seems to exemplify that. When I was planning lessons, the idea of real, meaningful closure was one of the most difficult parts of planning. Used in this sense, the students reflect on the lesson at the end of the period. Their reflections serve not only to evaluate their learning for the day but can also serve as an anticipatory set for the next day.
What I liked most was the set of questions in this chapter of Hedron:
- What confused me about today's lesson?
- Summarize the main points about today's lesson?
- What new stuff did you learn today?
- Write the most important aspect of what you learned today.
- Based on what you learned, what do you need to review before you feel you understand it today?
I would think that students could pick a few of these every day. To expect them to answer all five would take some time. Not that taking time to reflect on learning is bad, but in a 40 minute class, I really would not want to devote more than 5 or so on closure.
I also liked the idea of using a blog as an art or reading portfolio. As an art portfolio, each entry could focus on one piece of the student's work. There would then be the opportunity for other students to critique or comment. Using the blog as a writing tool, students could either work with a partner or small group to compose a story, each contributing entries. A student could also use a blog as a creative writing portfolio, building stories or having each entry be a different piece of poetry or writing sample.
Blogging with students is a great idea. Anytime students realize that their work will be public, they are encouraged to do their best. However, having students publish their work on the web also brings up several other points, centering around how to do this safely and responsibly. I think that each school should have some sort of social media policy that students should be taught and expected to follow.
Ellyssa Kroski's article, Should your library have a social media policy (2009), offers several things to consider when drafting one. Even though most of the suggestions seem to be business-based, many can be applied in the library as well:
- use a disclaimer - the opinions are your own...not the school or the district or whatever
- do not share private information
- respect copyright
- respect other students and staff
- avoid online fights
- make sure the information you post is accurate
- use good judgment
- provide something valuable
Students do not always understand the ramifications of posting something online. A policy that they must follow will ensure safe and responsible blogging.
Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.
Kroski, E. (2009). Should Your Library Have a SOCIAL MEDIA POLICY?. School Library Journal, 55(10), 44-46. Retrieved from Library, Information Science & Technology Abstracts database.
Monday, November 9, 2009
Ashburn and Floden - Chapter 8
I am glad that I chose this chapter from the text. I actually thought it was one of the most important chapters in the text. It made me think a lot about the levels of technology understanding and what the district can do to help facilitate MLT.
Three levels of proficiency:
Mechanical – superficial understanding, teacher follows steps only, no experimenting
Meaningful – gain awareness of how the technology works but not creativity in using it
Generative – deep understanding of new technology, using it in new and creative ways
No matter what technology we learn, we all start out at the mechanical level. The more we use technology, we move to the other levels - meaningful and generative. The generative level is certainly the goal. It is at that level that the user is controlling the technology for his own purposes.
These three levels seem to correspond to teaching with technology - five stages of evolution:
Entry stage – mechanical understanding, problems with discipline, resource management, frustration.
Adoption stage – more fluency and awareness of technology’s functions
Adaption stage – technology incorporated into teaching, improved efficiency, changes in student learning and engagement. It seems that this stage corresponds to the meaningful level of proficiency.
Appropriation and Invention stages – generative knowledge, new instructional patterns, creative uses of technology.
It is the hope that teachers would be able to move into that last stage. Again, it is at this stage that teachers are using technology efficiently and creatively. However, in order for that to happen, it seems that certain other things must happen in a district, namely with professional development. This chapter also focused on suggestions for districts implementing successful professional development.
It is with that thought in mind that I chose to ask students in the class what their experiences have been with professional development. Unfortunately, all but two or three students in the class talked about how professional development sessions were basically pointless. Ouch. It just seems like school districts have certain expectations about what teachers should be doing regarding technology, but many are not offering the support to help teachers become successful. It seems to me that many teachers who enjoy technology take it upon themselves to teach themselves what they need to know. And of course, it is those teachers who will become the leaders in their schools, becoming also the much needed support for the other teachers.
Thankfully, in my district right now, we have a Classrooms for the Future technology coach. We did not get into the program until the third and final year of the grant, but my district is keeping the coach's position in the district. And he is wonderful.
Classrooms for the future has been a great program in our schools. Through this grant, many teachers in the high schools have been given laptops, smartboards, and projectors. The goals of the program are as follows (as stated on the CFF page on the PDE website):
• recognizing and embracing the need for high school reform,
• enabling teachers to use technology as an effective tool for educating students, and
• preparing students to enter and successfully compete in the ever-expanding high-tech global marketplace.
The instructional coach's job is to not only assist teachers in learning the technology but to also "work with teachers to ensure that their lessons and projects are about rigorous, relevant curriculum rather than about the technology. " So this coach must not only know a lot about technology but must also be able to work within the curriculum of each subject area.
I am looking forward to going back to school and working with this coach so that if his job is ever dissolved, then I can be of assistance to the teachers in my building. I think that librarians have a responsibility to be knowledgeable about the technology being used in their buildings.
Ashburn, E. & Floden, R. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York: Teacher’s College.
Commonwealth of PA. (2009). About CFF. Pennsylvania Department of Education: Education hub. Retrieved from http://www.edportal.ed.state.pa.us/portal/server.pt/community/classrooms_for_the_future/475/about_cff/202788
Three levels of proficiency:
Mechanical – superficial understanding, teacher follows steps only, no experimenting
Meaningful – gain awareness of how the technology works but not creativity in using it
Generative – deep understanding of new technology, using it in new and creative ways
No matter what technology we learn, we all start out at the mechanical level. The more we use technology, we move to the other levels - meaningful and generative. The generative level is certainly the goal. It is at that level that the user is controlling the technology for his own purposes.
These three levels seem to correspond to teaching with technology - five stages of evolution:
Entry stage – mechanical understanding, problems with discipline, resource management, frustration.
Adoption stage – more fluency and awareness of technology’s functions
Adaption stage – technology incorporated into teaching, improved efficiency, changes in student learning and engagement. It seems that this stage corresponds to the meaningful level of proficiency.
Appropriation and Invention stages – generative knowledge, new instructional patterns, creative uses of technology.
It is the hope that teachers would be able to move into that last stage. Again, it is at this stage that teachers are using technology efficiently and creatively. However, in order for that to happen, it seems that certain other things must happen in a district, namely with professional development. This chapter also focused on suggestions for districts implementing successful professional development.
It is with that thought in mind that I chose to ask students in the class what their experiences have been with professional development. Unfortunately, all but two or three students in the class talked about how professional development sessions were basically pointless. Ouch. It just seems like school districts have certain expectations about what teachers should be doing regarding technology, but many are not offering the support to help teachers become successful. It seems to me that many teachers who enjoy technology take it upon themselves to teach themselves what they need to know. And of course, it is those teachers who will become the leaders in their schools, becoming also the much needed support for the other teachers.
Thankfully, in my district right now, we have a Classrooms for the Future technology coach. We did not get into the program until the third and final year of the grant, but my district is keeping the coach's position in the district. And he is wonderful.
Classrooms for the future has been a great program in our schools. Through this grant, many teachers in the high schools have been given laptops, smartboards, and projectors. The goals of the program are as follows (as stated on the CFF page on the PDE website):
• recognizing and embracing the need for high school reform,
• enabling teachers to use technology as an effective tool for educating students, and
• preparing students to enter and successfully compete in the ever-expanding high-tech global marketplace.
The instructional coach's job is to not only assist teachers in learning the technology but to also "work with teachers to ensure that their lessons and projects are about rigorous, relevant curriculum rather than about the technology. " So this coach must not only know a lot about technology but must also be able to work within the curriculum of each subject area.
I am looking forward to going back to school and working with this coach so that if his job is ever dissolved, then I can be of assistance to the teachers in my building. I think that librarians have a responsibility to be knowledgeable about the technology being used in their buildings.
Ashburn, E. & Floden, R. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York: Teacher’s College.
Commonwealth of PA. (2009). About CFF. Pennsylvania Department of Education: Education hub. Retrieved from http://www.edportal.ed.state.pa.us/portal/server.pt/community/classrooms_for_the_future/475/about_cff/202788
Subscribe to:
Posts (Atom)
