Ch. 12 Reflecting on What You Know

When using technology in the classroom, it is important to think through all aspects of the activities.  Before allowing students to use the computers it is important to know exactly what you want them to do.  Teachers can do this by creating a model of the activity.  This allows teachers to not only think through the assignment, but also experience any glitches that they may not have anticipated otherwise. Teachers may find it valuable to bookmark a handful of websites or have applications already running on the computers. Teachers may also find, when introducing a new form of technology, that it is helpful to walk through the applications with the entire class several times before allowing students to use it on their own.  Many teachers may want to create step-by-step guides as a resource for students. Teachers should also prepare a rubric and other assessment tools before asking students to use technology in the  classroom.

Before students use the computer for their assignment they should have a clear understanding of the expectations.  For example, if students are to be searching for information, it is helpful for them to have a list of search terms prepared prior to sitting down at the computer. Having a rubric or checklist will help students stay organized and also provide a way for teachers to ensure that students are focused on the task rather than being distracted by the many opportunities the internet provides.

Ensuring equal computer access is a concern for many teachers, as most do not have enough computers.  Teachers can create small groups  of students in which each student has a task assigned to them.  Alternately, groups can rotate through various activities in the room together so that the entire group is using the computers at once.  This is less collaborative, but allows students time to work independently.  Some teachers may also have the option of using a computer lab or allowing students to borrow laptop computers so that each student has a computer.

Ch. 10 Reflecting on What I Know

Determining if students understand concepts can be done in several ways. In my preschool classroom I often use formative assessments to tell if my students seem to have a good grasp on the material.  If they are struggling with it or beginning to master it but are not quite there yet , then it is important for me to allow students the time, and sometimes provide tools, they may need to become proficient.  As a preschool teacher, much of what my students are learning is play-(or inquiry) based learning.  I make a habit of doing formal assessments monthly, however I am consistently keeping notes on skills they are proficient in, developing, or beginning to show pre-skills with.

 In the future, as a special educator, I can imagine that while the skills will be different, I will still be doing formative and summative assessments regularly.  As the students will be older and skills will be much less rote, it will be increasingly important for me to detect misconceptions about key information.  Formative assessments will be vital in helping me with this. While quizzes and tests are a form of assessment, I do not necessarily want to constantly test my students, as this could be very taxing for them.  Rather, by creating projects that allow students to show what they know in a relevant context, I can determine how students understand and interpret information.  It will be helpful to both the students and myself to create checkpoints where the students check in with one another and myself.  At these points I can guide students to a more correct understanding of the information.

A step in this process, in order to capture brainstorming ideas before creating written thoughts, is to have the students use graphic organizers.  I have been teaching in a technology free classroom for the last four years.  Prior to reading about graphic organizers in Chapter 10 of  Integrating Computer Technology into the Classroom I would have told you that graphic organizers are charts that students can create prior to creating their finished products.  Now, I realize that graphic organizers can be completed on the computer using tools such as inspiration.com and kidspiration.com.  Students can work alone or in groups.  The teacher can check along the way or wait to see the final product. These technologies also help students create outlines, which are particularly handy for students with special needs who may struggle with putting words to paper.    Graphic organizers are a vital step between brainstorming and creating a product.  By helping students ensure their thoughts have support and a flow, students are able to ensure their final product will be complete and reflect their understanding of information.

21st Century Learners

In thinking about 21^st century learners and implementing TPACK strategies, as an educator, I felt completely overwhelmed.  I was taught by lectures. I know lectures. I’m comfortable with lectures.   However, when I enter the classroom full time, and it’s my own classroom with students who look only to me to learn the content, these 21^st century students won’t want lectures.  This video brought that fact home.

Students today spend the majority of their free time somehow engaged with technology.  Most children know how to operate a smart phone before they can read or write.  As a preschool teacher, I see early literacy in my classroom not in whether a child can match shapes, but in if she can recognize which computer game she wants to play in the technology center.  The 21^st century learner is here.  So, what are the characteristics of 21^st century learners?  According to Dr. Sarah Heaton these students are digitally literate and want to use this technology not only socially, but academically as well.  They value collaboration and challenge and are open to trying new things.  21^st century learners no longer want individual subjects, but value the interdisciplinary aspects of learning.  Most importantly, these students know that they are the future and expect teachers to prepare them to make the future bright.  It seems as though the students are the driving force behind TPACK and that, as educators, implementing this strategy is a response to their cries for stimulation!

Rather than using my comfortable lecture to convey information, to be an effective educator it’s necessary for me to use things such as video recorders, computers, and GPS to help students learn.  I will need to be comfortable with a more mobile classroom that integrates not just one subject area, but many.  While I don’t feel any less overwhelmed now that I’m informed about 21^st century learners, I do feel inspired to teach them as they desire to be taught so that they will be prepared for their technology-driven future.  This means, for me, teaching the content in a way that uses meaningful technology so that students don’t simply learn facts, but build valuable knowledge.

Chapter 3 Reflecting on What I Know

1. Why is it important to learn about different technology tools when they are constantly changing?

Students should learn about different technology tools despite constant change because, while change is happening, it is not at such a fast pace that the “old” tools are irrelevant.  In fact, technology often spans several years.  In the context of a high school classroom, what is relevant a students freshman year will likely still be relevant his senior year.

2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

It is important for teachers to use both desktop and mobile devices in the classroom setting because, while they often do the same things, desktop devices are more financially friendly for the school with regards to replacing and upgrading parts.  Also, desktop computers facilitate group work more easily than mobile devices. On the other hand, mobile devices are more compact and are therefore easier for schools to store.  Also, they allow mobility in the learning space.

3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

While the cost of digital devices is certainly something to be considered, the benefits of their use are great, particularly if the teacher plans lessons that take full advantage of the devices.  For example, audio and visual recorders can record an entire research process, observations and reflections on an activity,  or even the steps to solve a math problem.

Chapter 1 Reflecting on What I Know

1. Must I use an inquiry-based learning approach in my classroom to use computers as a tool?

It is not necessary to use inquiry-based learning in order to use computers in a classroom.  It is still acceptable to use computers for drill-and-practice activities and games, however, with current educational reform, it is not considered a best practice.  Inquiry-based learning teaches children not only the technology skills they need to be successful contributors to society, but it also teaches learning and innovation skills, life and career skills, and, of course, knowledge of the core subject being addressed in the classroom.

2.  Can I still use tutorials and drill-and-practice software?

Yes, tutorials and drill-and-practice software still have a place in the classroom, however it should not be the primary use for computers.  It should be used sparingly and with great intentionality on the part of the teacher.

3.  Won’t I have to spend a great deal of time to develop these units of instruction?

Inquiry-based learning certainly would take more time to develop units of instruction, but with practice the teacher should become more proficient in her planning.  Also, teachers can collaborate when planning and adapt old plans for new students.

4.  Won’t every student need a computer to use it as a tool?

Yes, every student, ideally, should have a computer.  However, it is understood that all students may not have access to a computer at all times.  In this case, students can work in learning group, as in the iNtegrating Technology for inQuirey method, or NTeQ.