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.