In this week's readings and study material, I have to laugh
at the image one constantly gets inundated with on Pinterest of the picture of
perfection and someone's pathetic attempt of DIY and the word's "Nailed
It" superimposed. This is my
reaction of some of this week's technology study readings. I have been part of many district surveys and
studies while not even knowing I was part of the study. I tend to be a little sceptical of
results. I do trust my experience in the classroom which does support the findings of many of these studies. I know how some districts
try to implement some of the educational technology programs without support,
plans, training, full startup accessories, knowledgeable personnel and doom any efforts to succeed. I admire the plans with thoughtful, fully committed plans that are executed in a timely manner and show follow through with support. Usually academia readings are from a rarified
strasophere pure air of unattainable reach rather than practical, usable
applicable material. I have not found this to be the case in all of these
readings. I found several resources of technology sites which are useful. Some are familiar to me, and some are
new. The material puts technology into
perspective and makes a case for why it is not just for fun in the classroom,
but an integral part of the learning process.
With today's emphasis on testing and reaching every student and
individualizing student lessons, technology can easily meet that goal for each
teacher. Page, M. S. (2002).
Technology-enriched classrooms: Effects on students of low socioeconomic
status. Journal of Research on Technology in Education, 34(4), 389–409
In reading Teaching
Every Student in the Digital Age, a lesson design is introduced that allows for
differentiated lessons for students. It is the Universal Design for
Learners. One quote makes the point
"At the start of the planning process, the first question for a teacher to
answer is usually the most obvious: What knowledge and skills do I want my
students to have at the end of their lesson or unit?" Pitler, H., Hubbell,
E., Kuhn, M., & Malenoski, K. (2007).
In teaching I have
found it better to start at the end rather than the beginning. It allows me to plan my lessons, my quizzes,
my tests, and timeline without getting bogged down. I also can put blinders on to filter out any
non essential, inconsequential distractions. Using Technology with Classroom Instruction that Works
advises to set objectives for students in the lessons and that is very
practical advice. The suggestions and
examples are even more invaluable which is why I have to say this is my
"go to" resource. Some are
resources I have used in the past to some success, but some are new. For setting up a pre-assessment or what you
know, want or learn type objective several resources are given such as
Inspiration, templates for KWL, learning
contract and others. Another category
would be to use data collection with SurveyMonkey or Pollcat. Communication software can be used for
reflection purposes much like essays were written to summarize material. Examples for places to blog, or using email
are given. Using educational standards
for objectives for curriculum and rubrics are requirements for most teachers
and excellent resources are included.
These are all up to date methods to include students in tried an true
methods to engage in the learning process.
Instead of standing students up in front of the class with a poster,
which one person probably did all the work, and wasting valuable teaching time
boring all the students, students are engaged in learning. These examples are practical, within each
student's technology skill range and easily adaptable to any subject. They are
also simple upgrades on old lesson methods of essay summarizations, posters,
research, and group projects, but with a technology twist.
I had an ephiphany
many years ago while watching a fellow teacher who never seemed tired at the
end of the day, but her students always worked so hard. She used the word "facilitator". That is how she saw herself in the
classroom. I adopted that word and used
it ever since. The students should be
doing the work- not the teacher. The
teacher is the supervisor. The reading
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. Alexandria, VA: Association for Supervision and
Curriculum Development has the same philosophy.
Quoting a book, Avator- of the Word James J. Odonnel,
[It will be] to advise, guide, and encourage students wading
through the deep waters of the information flood. [Educators] will thrive as
mentors, tutors, backseat drivers, and coaches. They will use the best skill
they have . . . to nudge, push, and sometimes pull students through the
educationally crucial tasks of processing information: analysis, problem
solving, and synthesis of ideas. These are the heart of education, and these
are the activities on which our time can best be spent. (O'Donnell, 1998, p.
156)
Teaching is still the same, but with added tools at our
discretion and arsenal. It is up to us
to implement and utilize to the best of our ability. Education needs to adapt to a changing world,
needs, and provide for a growing demand.
Technology provides us with resources to provide.
Page, M. S. (2002). Technology-enriched classrooms: Effects
on students of low socioeconomic status. Journal of Research on Technology in
Education, 34(4), 389–409
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that works. Alexandria, VA:
Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Rose, D., & Meyer, A. (2002). Teaching every student in
the digital age: Universal design for learning. Alexandria, VA: Association for
Supervision and Curriculum Development. Available online at the Center for
Applied Special Technology Web site. Chapter 1.
Resources from Using technology with Classroom Instruction
That Works:
Data collection sites
www.surveymonkey.com
www.pollcat.com
www.profilerpro.com
Standards sites
www.mcrel.org/standards-benchmarks
http://edstandards.org/standards.html
Rubrics sites
http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm
http://rubistar-4teachers.org/
www.landmar-project.com/rubric_builder/index.php
www.teach-nology.com/web_tools/rubrics
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