Well, I just read through the NETS-S, NETS-T, and NC technology standards for both teachers and students. Although worded differently, the NETS standards and NC standards are similar. I realize that perhaps I should have read through these prior to my last post, but am not sure it really changes any of the concerns I shared. I suppose I would have incorporated them in my reflection from that post. Now I feel like I am answering a short-answer quiz. Oh well!
The NETS and NC standards do provide a framework for implementing computer-based technology in the classroom. I now know what factors I need to address with the myriad planned assignments for this year. I will be able to better evaluate my students' progress throughout the year. I am really not sure how much more I have to offer here.
Sunday, September 9, 2012
21st Century Skills and TPACK
I am beginning to wonder how people keep up with their personal blogs. With teaching, grading, exercising, and trying to spend quality time with my family, I am finding it harder and harder to turn my computer on these days. Well, at the very least, my handful of followers should expect at least one or two entries per week.
So, on to the 21st Century Learner and TPACK. I am quite intrigued by this particular lesson for several reasons. First, let me state that I absolutely love Venn diagrams. Okay, so that really isn't one of the reasons I feel compelled by this lesson, but since I have the microphone here, I might as well share a bit of myself -personally. Actually, I think I there might be some merit to my announcing my love of Venn diagrams, but I will touch upon that a little later in this post. One other thing worth mentioning as a caveat to the reader, is that I suspect I might digress into a rambling, philosophical one-person discussion. My apologies in advance.
There is no doubt that technology permeates throughout our 21st century social construct. Truth be told, technology is always a large part of our social construct. When technology changes, society morphs in response to that new technology. For example, consider the impact of rail technology on the United States. The advent of rail allowed people to move farther inland without loosing their ability to transport or receive goods to and from port cities. In effect, the rail lines allowed people to settle larger inland areas while still maintaining a dependable connection to the global ocean-bound trade routes. It changed society.
Of course, the above example is very simplistic, but it serves to illustrate that when we consider the integration of computers into the education environment, we need not view it as an isolated issue. We have been adapting to new technologies since archaic homo sapiens learned to throw spears. The TPACK initiative is very simplistic and even intuitive when you step back to look at it. I actually find myself wondering why such a thing even need to be considered at all. Please understand that I did not intend that to be an arrogant statement, rather, I regularly attempt to integrate the various components I see surrounding a particular problem into a holistic approach and/or solution. Isn't this what TPACK is? I think that what we need to be asking ourselves as educators is "why?' Why do we choose to approach a topic in a certain way? What is our motivation with approach x, y, or z? I am afraid that synthesizing a solution such as TPACK and touting it as the way to move ahead can create a new set of issues for the children we educate. When I watch the videos, I get a feel a sense of urgency to jump headlong into a technological (read: computer based) world. Sure, computers are ubiquitous in our social structure, and should be thoroughly incorporated, but computers do not teach us to think. Additionally, the concept of technology should not be considered synonymous with the word "computer." A spear is just as effective now in its intended purpose as it was 13,000 years ago. I suppose what I really fear, is a scenario in which teachers take the persuasive arguments set forth in the video (they are persuasive) and set up an environment in which the teaching plan is based solely on making sure that the TPACK intersection box is neatly satisfied (For the record, I am a "glass is half empty" person. Not necessarily pessimistic, rather I am more inclined to find what can go wrong with a potential solution, and work backward from that point to find a better solution that addresses other potential pitfalls).
I see the current state of technological incorporation as a bit of a pitfall. Yes, we need to incorporate, but we need to be mindful not to slide down into a completely technological approach. So much can be gleaned from keeping the kids away from the screen. I take my students out for recess several times a day. Why? Because it helps keep them focused, builds camaraderie, and develops interpersonal communication on a level that isn't met by merely setting students into project groups (see first few blog posts). Sure, the group approach in class is a huge step forward from keeping kids glued to their desks, but the public education system needs to start looking at the whole child along with initiatives such as TPACK. Also consider that technology need not be based solely in the electronic mediums. What about tools? What happened to shop classes? Are they irrelevant now? Sure, as I stated in earlier posts, the blue collar workplace is moving to more advanced technology, but do we become better reasoners because we have access to technology? Does navigating a software program teach us to think outside of the box to solve problems? What are some of the other pitfalls of increased incorporation of technology in the classroom? What of grammatical mastery in a world where autocorrect fixes your mistakes before you even noticed you made them? What of handwriting and eloquent prose, once part of our social fabric? What interpersonal skills are gleaned in a Facebook-text message-twitter driven world where we are bought that thoughts can be summed up into short, choppy snippets of information? This is my inner luddite talking now. I warned you I would ramble!
So back to the Venn diagram comment I made earlier. The remark was meant to be flippant but reflective. See, you (if you are reading this) and I are not able to sit together right now to share our thoughts. Consequently, we are unable to reflect upon each others countenance. We are unable to clearly argue our points, because although we might correspond back and forth through the comments tab, any such discussion will be a choppy, protracted mess as many of our thoughts will disappear without a face-to-face interaction. I am afraid that if we do not correctly incorporate technology in our classrooms, we will be providing a disservice to our students. Use the TPACK concept, but do not forget to be creative with your approach, remember that technology does not imply computers, and look at the whole student rather than the goal when teaching.
P.S. I purposely tried to ignore the spell check prompts while writing this although a few autocorrects slipped by. So for the most part, what you see is what you get.
So, on to the 21st Century Learner and TPACK. I am quite intrigued by this particular lesson for several reasons. First, let me state that I absolutely love Venn diagrams. Okay, so that really isn't one of the reasons I feel compelled by this lesson, but since I have the microphone here, I might as well share a bit of myself -personally. Actually, I think I there might be some merit to my announcing my love of Venn diagrams, but I will touch upon that a little later in this post. One other thing worth mentioning as a caveat to the reader, is that I suspect I might digress into a rambling, philosophical one-person discussion. My apologies in advance.
There is no doubt that technology permeates throughout our 21st century social construct. Truth be told, technology is always a large part of our social construct. When technology changes, society morphs in response to that new technology. For example, consider the impact of rail technology on the United States. The advent of rail allowed people to move farther inland without loosing their ability to transport or receive goods to and from port cities. In effect, the rail lines allowed people to settle larger inland areas while still maintaining a dependable connection to the global ocean-bound trade routes. It changed society.
Of course, the above example is very simplistic, but it serves to illustrate that when we consider the integration of computers into the education environment, we need not view it as an isolated issue. We have been adapting to new technologies since archaic homo sapiens learned to throw spears. The TPACK initiative is very simplistic and even intuitive when you step back to look at it. I actually find myself wondering why such a thing even need to be considered at all. Please understand that I did not intend that to be an arrogant statement, rather, I regularly attempt to integrate the various components I see surrounding a particular problem into a holistic approach and/or solution. Isn't this what TPACK is? I think that what we need to be asking ourselves as educators is "why?' Why do we choose to approach a topic in a certain way? What is our motivation with approach x, y, or z? I am afraid that synthesizing a solution such as TPACK and touting it as the way to move ahead can create a new set of issues for the children we educate. When I watch the videos, I get a feel a sense of urgency to jump headlong into a technological (read: computer based) world. Sure, computers are ubiquitous in our social structure, and should be thoroughly incorporated, but computers do not teach us to think. Additionally, the concept of technology should not be considered synonymous with the word "computer." A spear is just as effective now in its intended purpose as it was 13,000 years ago. I suppose what I really fear, is a scenario in which teachers take the persuasive arguments set forth in the video (they are persuasive) and set up an environment in which the teaching plan is based solely on making sure that the TPACK intersection box is neatly satisfied (For the record, I am a "glass is half empty" person. Not necessarily pessimistic, rather I am more inclined to find what can go wrong with a potential solution, and work backward from that point to find a better solution that addresses other potential pitfalls).
I see the current state of technological incorporation as a bit of a pitfall. Yes, we need to incorporate, but we need to be mindful not to slide down into a completely technological approach. So much can be gleaned from keeping the kids away from the screen. I take my students out for recess several times a day. Why? Because it helps keep them focused, builds camaraderie, and develops interpersonal communication on a level that isn't met by merely setting students into project groups (see first few blog posts). Sure, the group approach in class is a huge step forward from keeping kids glued to their desks, but the public education system needs to start looking at the whole child along with initiatives such as TPACK. Also consider that technology need not be based solely in the electronic mediums. What about tools? What happened to shop classes? Are they irrelevant now? Sure, as I stated in earlier posts, the blue collar workplace is moving to more advanced technology, but do we become better reasoners because we have access to technology? Does navigating a software program teach us to think outside of the box to solve problems? What are some of the other pitfalls of increased incorporation of technology in the classroom? What of grammatical mastery in a world where autocorrect fixes your mistakes before you even noticed you made them? What of handwriting and eloquent prose, once part of our social fabric? What interpersonal skills are gleaned in a Facebook-text message-twitter driven world where we are bought that thoughts can be summed up into short, choppy snippets of information? This is my inner luddite talking now. I warned you I would ramble!
So back to the Venn diagram comment I made earlier. The remark was meant to be flippant but reflective. See, you (if you are reading this) and I are not able to sit together right now to share our thoughts. Consequently, we are unable to reflect upon each others countenance. We are unable to clearly argue our points, because although we might correspond back and forth through the comments tab, any such discussion will be a choppy, protracted mess as many of our thoughts will disappear without a face-to-face interaction. I am afraid that if we do not correctly incorporate technology in our classrooms, we will be providing a disservice to our students. Use the TPACK concept, but do not forget to be creative with your approach, remember that technology does not imply computers, and look at the whole student rather than the goal when teaching.
P.S. I purposely tried to ignore the spell check prompts while writing this although a few autocorrects slipped by. So for the most part, what you see is what you get.
Tuesday, September 4, 2012
Using Digital Tools in the Classroom: Reflections on today's class presentations
So today was the big day, that is at least for my science students. They presented their group "pet" projects. The groups all did exceptionally well. Not only were their presentations convincing and entertaining, they also had to maintain their cool while plodding through a series of technological hiccups. Each group practiced their presentations last Friday using laptops to represent the SMART board. Unfortunately, the SMART board system had a mind of its own today. Slides were sticking, embedded URL links within their presentations would open 10-12 windows each time the students clicked the link, presentations would arbitrarily close altogether etc. etc. The SMART board is an incredible tool, but unfortunately, the PC running it is in dire need of replacement. Not to mention, the actual projector has become pixilated in some areas, so all the presentations had a partial stars in the night sky effect.
What impressed me the most was how much the students know about computers. When things began to go awry, there were many educated suggestions from the class. I actually chose to sit back and let them figure it out, as they seemed to have a good handle on things. I was further impressed at how the presenting groups handled these glitches. They weren't rattled! They stood at the front of the class for what seemed like hours while presentations were closed and re-started.
Today opened my eyes to the benefits and limitations of peripherals. Here was a group of students who had planned their presentations around a fairly sophisticated piece of technology (SMART board), but were stymied by that technology's limitations when dependent on another technology (old PC). I think this incident can be used to illustrate real world limitations faced by school systems when funding is not able to cover all aspects of a school's technology needs. I could probably think of more things to say, but I am pretty tired. Oh well, you get the gist.
In case you are wondering, the two top contenders for our new class pet are....
A miniature pot-bellied pig and a hedgehog
What impressed me the most was how much the students know about computers. When things began to go awry, there were many educated suggestions from the class. I actually chose to sit back and let them figure it out, as they seemed to have a good handle on things. I was further impressed at how the presenting groups handled these glitches. They weren't rattled! They stood at the front of the class for what seemed like hours while presentations were closed and re-started.
Today opened my eyes to the benefits and limitations of peripherals. Here was a group of students who had planned their presentations around a fairly sophisticated piece of technology (SMART board), but were stymied by that technology's limitations when dependent on another technology (old PC). I think this incident can be used to illustrate real world limitations faced by school systems when funding is not able to cover all aspects of a school's technology needs. I could probably think of more things to say, but I am pretty tired. Oh well, you get the gist.
In case you are wondering, the two top contenders for our new class pet are....
A miniature pot-bellied pig and a hedgehog
Monday, September 3, 2012
Using Digital Tools in the Classroom: Reflections on Chapter 3
Okay, so I have completed my first content post on the required readings for this course. Now onto my thoughts using digital tools in the classroom. The reflection questions from chapter 3 in , Integrating Computer Technology into the Classroom, are as follows:
1- Why is it important to learn about different technology tools when they are constantly changing?
2- Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
3- How can the cost of digital devices de justified when the functions they perform are often limited in number and scope?
Well, to begin, I should state for clarity that I am a closet luddite! Yes, I am typing this on my sleek, white macbook, purposefully designed to enhance its aesthetic marketability. And yes, I will be checking email later on my equally sleekly designed iPhone. However, I would rather sit in a comfortable chair reading an actually paper-based book, or out in my shop creating something beautiful with wood and archaic hand tools. I prefer conversation over typing, and tactile learning over screen-based tutorials. But the fact of the matter is that technology is here, and to ignore its potential for the classroom setting would be inconsistent in our goal as educators; that is, to prepare children for all facets of future academic or personal/career endeavors. Above all, we as educators need to remain energized and relevant, or we abjectly fail both ourselves and our students.
So in response to question 1, it is not only important to learn about different technology tools, it is absolutely necessary to remain relevant. Many professions are in a similar situation. Take the medical field for instance, over the last few decades physicians have had to master new and evolving technologies as medical records have moved to a paperless route, diagnosis and surgeries have become possible from remote locations via tele-medicne, and specialty treatments have become increasingly more specialized through use of technologies. Even traditional blue collar jobs have become increasingly specialized. For example, the welding and automotive technology fields are becoming increasingly specialized due to new, evolving technologies. We as educators need to accept that we are not only preparing our students for academic success, we must also empower them to be adaptable to the ever changing technological world, lest we groom them to be irrelevant in the future job market.
For question 2, mobile devices are becoming a necessity in the contemporary classroom. Most of my pre-algebra students use graphing calculators to check their work. I am also considering purchasing digital cameras for the students to use as part of their life science inquiries. The ability to photograph a particular animal or plant as reference in a presentation will do much more for the classes' appreciation of the subject matter.
I feel that question 3 is somewhat answered with question 2. However, beyond their potential uses, mobile devices are generally less expensive than actual computers and thus help to incorporate technology into a classroom that might have limited computer access. Besides, a computer is incapable of being used as a mobile camera etc. Of course, a tablet can offer a little bit of the best of both worlds, however, I think the cost makes it a difficult sale for today's tightly budgeted public classrooms.
1- Why is it important to learn about different technology tools when they are constantly changing?
2- Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
3- How can the cost of digital devices de justified when the functions they perform are often limited in number and scope?
Well, to begin, I should state for clarity that I am a closet luddite! Yes, I am typing this on my sleek, white macbook, purposefully designed to enhance its aesthetic marketability. And yes, I will be checking email later on my equally sleekly designed iPhone. However, I would rather sit in a comfortable chair reading an actually paper-based book, or out in my shop creating something beautiful with wood and archaic hand tools. I prefer conversation over typing, and tactile learning over screen-based tutorials. But the fact of the matter is that technology is here, and to ignore its potential for the classroom setting would be inconsistent in our goal as educators; that is, to prepare children for all facets of future academic or personal/career endeavors. Above all, we as educators need to remain energized and relevant, or we abjectly fail both ourselves and our students.
So in response to question 1, it is not only important to learn about different technology tools, it is absolutely necessary to remain relevant. Many professions are in a similar situation. Take the medical field for instance, over the last few decades physicians have had to master new and evolving technologies as medical records have moved to a paperless route, diagnosis and surgeries have become possible from remote locations via tele-medicne, and specialty treatments have become increasingly more specialized through use of technologies. Even traditional blue collar jobs have become increasingly specialized. For example, the welding and automotive technology fields are becoming increasingly specialized due to new, evolving technologies. We as educators need to accept that we are not only preparing our students for academic success, we must also empower them to be adaptable to the ever changing technological world, lest we groom them to be irrelevant in the future job market.
For question 2, mobile devices are becoming a necessity in the contemporary classroom. Most of my pre-algebra students use graphing calculators to check their work. I am also considering purchasing digital cameras for the students to use as part of their life science inquiries. The ability to photograph a particular animal or plant as reference in a presentation will do much more for the classes' appreciation of the subject matter.
I feel that question 3 is somewhat answered with question 2. However, beyond their potential uses, mobile devices are generally less expensive than actual computers and thus help to incorporate technology into a classroom that might have limited computer access. Besides, a computer is incapable of being used as a mobile camera etc. Of course, a tablet can offer a little bit of the best of both worlds, however, I think the cost makes it a difficult sale for today's tightly budgeted public classrooms.
Rethinking Computers and Instruction: Reflections on Chapter 1
I am at the end of my long weekend of recovery. Yes, recovery! This past week was my first experience teaching middle school. It was a wonderful week of meeting new faces and initiating positive designs on the remainder of the year - at least I think they are positive. Nonetheless, adjusting to fifty new and different personalities is taxing to say the least, hence the "recovery."
In reflecting on the chapter one reading in, Integrating Computer Technology in the Classroom, I have some first-hand accounts on having implemented some of the "open-ended learning environments" espoused by Gary Morrison and Deborah Lowther. The reflection questions for this post are as follows:
1- Must I use an inquiry-based learning approach in my classroom to use computers as a tool?
2- Can I still use tutorials and drill-and-practice software?
3- Won't I have to spend a great deal of time to develop these units of instruction?
4- Won't every student need a computer to use it as a tool?
I suppose the quick answers from my perspective would be in order, no, yes, no, and no. However, there is more to my reflections than this. For question 2, "yes" is most appropriate because in just one week I have witnessed a few of my advanced math students working on an online Algebra 1 course. I am supplementing their course with a end of the week study hall, but for all intents and purposes, their course is based solely in online tutorials and quizzes. Additionally, all students are able to use the online tool, Study Island to work through a vast array of subject- related practice questions in order to bolster their common core standards knowledge base.
Questions 1, 3, and 4 can all be addressed with my science students' first project. I work at a non-traditional charter school, but will keep the name anonymous to protect all those involved (I know that was cheesy, but I have always wanted to say something like that so ...). Anyway, the first assignment was for the students to research potential animals for a class pet. I used a hybrid, Problem-Based/Project-Based Learning approach as described in the text (pages 12-14). I suppose there was a little bit of Inquiry-Based learning as well, but only tangentially as I tried to provide as little information as possible. So the students began by brainstorming on potential animals, and then the list was narrowed down to five-six candidates. I have two science classes, so each class is working on five-six animals. There are several overlaps between the classes. Once the five-six animals were chosen, the students were broken into the appropriate number of groups to research their respective animal. The parameters were somewhat loose, but the goal was for each group to understand all facets of the animal e.g. scientific name, natural environment, required domestic environment, diet, diseases, potential hazards to humans, potential hazards from humans, lifespan, lifecycle, veterinary care potentials, potential county/city code limitations, etc. etc. The students were to work in their groups to gather and collate this information into a 10 -12 minute persuasive but honest powerpoint presentation - "honest" in that they need to provide realistic pros and cons of having their specific animal as a pet. The presentations are set for tomorrow.
So with this project, I was able to set the parameters without too much development (question 3). Of course, I am not naive on the potential for more preparatory work for future projects, but I am certain that preparation can be minimized with this approach. Additionally, students worked together in a mostly project-based/problem-based manner with me mostly coaching and acting in the role of facilitator (question 1). Throughout the project, students shared computers and used available texts, encyclopedias etc. as there are not enough computers for each student (question 4).
In reflecting on the chapter one reading in, Integrating Computer Technology in the Classroom, I have some first-hand accounts on having implemented some of the "open-ended learning environments" espoused by Gary Morrison and Deborah Lowther. The reflection questions for this post are as follows:
1- Must I use an inquiry-based learning approach in my classroom to use computers as a tool?
2- Can I still use tutorials and drill-and-practice software?
3- Won't I have to spend a great deal of time to develop these units of instruction?
4- Won't every student need a computer to use it as a tool?
I suppose the quick answers from my perspective would be in order, no, yes, no, and no. However, there is more to my reflections than this. For question 2, "yes" is most appropriate because in just one week I have witnessed a few of my advanced math students working on an online Algebra 1 course. I am supplementing their course with a end of the week study hall, but for all intents and purposes, their course is based solely in online tutorials and quizzes. Additionally, all students are able to use the online tool, Study Island to work through a vast array of subject- related practice questions in order to bolster their common core standards knowledge base.
Questions 1, 3, and 4 can all be addressed with my science students' first project. I work at a non-traditional charter school, but will keep the name anonymous to protect all those involved (I know that was cheesy, but I have always wanted to say something like that so ...). Anyway, the first assignment was for the students to research potential animals for a class pet. I used a hybrid, Problem-Based/Project-Based Learning approach as described in the text (pages 12-14). I suppose there was a little bit of Inquiry-Based learning as well, but only tangentially as I tried to provide as little information as possible. So the students began by brainstorming on potential animals, and then the list was narrowed down to five-six candidates. I have two science classes, so each class is working on five-six animals. There are several overlaps between the classes. Once the five-six animals were chosen, the students were broken into the appropriate number of groups to research their respective animal. The parameters were somewhat loose, but the goal was for each group to understand all facets of the animal e.g. scientific name, natural environment, required domestic environment, diet, diseases, potential hazards to humans, potential hazards from humans, lifespan, lifecycle, veterinary care potentials, potential county/city code limitations, etc. etc. The students were to work in their groups to gather and collate this information into a 10 -12 minute persuasive but honest powerpoint presentation - "honest" in that they need to provide realistic pros and cons of having their specific animal as a pet. The presentations are set for tomorrow.
So with this project, I was able to set the parameters without too much development (question 3). Of course, I am not naive on the potential for more preparatory work for future projects, but I am certain that preparation can be minimized with this approach. Additionally, students worked together in a mostly project-based/problem-based manner with me mostly coaching and acting in the role of facilitator (question 1). Throughout the project, students shared computers and used available texts, encyclopedias etc. as there are not enough computers for each student (question 4).
So it begins!
For anyone reading, this blog is being run as part of a Technology in Education course taken as partial requirement for a lateral entry teaching certification. Many of the posts will be directed at specific questions raised in the associated text, Integrating Computer Technology into the Classroom, by Gary R. Morrison and Deborah L. Lowther. Additional posts will be in response to questions raised by the course's professor, and of course some will be random reflections of my time in the classroom. The timing of this blog is somewhat serendipitous, as I have just started a new job as a lateral entry Middle School Math and Science teacher. Accordingly, I will try to approach the post topics from an actual perspective versus a hypothetical one. So it begins!
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