Ten years from now this Learning Through Technology class will undoubtedly look completely different from how it looks today. New, game-changing gadgets will have replaced our iPads and smart phones, or at least the gadgets of today will have evolved into something utterly unrecognizable. New web tools will rule the Internet, offering possibilities most of us haven't even considered yet. And classrooms will likely have undergone transformative changes as well.
Does this mean everything we've learned here will be obsolete in a decade's time or less?
Certainly not. I think one of the most important lessons imparted by this class -- and our truly fabulous teacher Kim Tufts -- is the simple idea that technology is critical to education. We have learned to use numerous web tools that will aid us in our teaching careers, but just as important -- if not more so -- we have learned the importance of integrating these tools and others like them into our teaching careers. The tools themselves may change over time, but the value of technology, of changing and adapting along with our rapidly changing world, will not.
"Technology needs to be like oxygen, ubiquitous, necessary and invisible."
These are the words of Chris Lehmann, founding principal of the Science Leadership Academy, taken from this thought-provoking YouTube video:
This class has helped me think of technology in just that way. A few weeks ago we took a look at our learning outcomes, evaluating whether and how we had met each one through this class. As we conclude the class, let's take another look and see if we have completed what we set out to do.
LEARNING OUTCOMES:
1. Demonstrate the
understanding of how technologies can effectively promote student
learning. Our webquests, the final project for this class, have not only tied a bow on all the things we've learned through this class, they've also helped us demonstrate our understanding of how these newly acquired tools promote learning. Rather than merely testing our knowledge of the various technologies and technology-related topics we've learned, they have forced us to apply our understanding by creating something we can use in our classrooms.
2. Evaluate and use a
variety of current technologies to enhance content instruction and to advance
studentsí technological literacy Through the remainder of the term, we continued to add new tools to our repertoire, including things like Animoto and Diigo. We also learned new functions for Google tools, such as creating a survey and creating a basic website.
3. Design meaningful and
authentic digitally based learning experiences with multiple and varied
assessments. Our webquests are both meaningful and authentic because they consist of actual lessons that can be used in our own classrooms.
4. Reflect upon and
demonstrate effective use of digital tools and resources. Reflection has been an important part of this class. Our blogs have really helped us sift through, synthesize and remember the numerous pieces of information we've been given.
5. Demonstrate a
comprehensive understanding of safe, ethical, legal and moral practices related
to digital information and technology. These issues were covered thoroughly prior to our midterm reviews. We have had to keep them in mind as we continue to work with technology.
6. Illustrate through
application how state and national standards are implemented within the
curriculum (e.g., NH Curriculum Frameworks, ISTE (NETS-Teacher/NETS-Student) and
NH-ICT Literacy Standards for K-12 Students (306.42)). I admit I still feel a little foggy on state and national standards. We have had several chances to review them and incorporate them into our assignments, which together have served as a fairly decent introduction, but this may be one of the minor drawbacks of taking this class first in a teaching program.
7. Demonstrate an
understanding of the use of adaptive technologies and other digital resources to
personalize and differentiate learning activities for every student. Writing our lesson plans, which contained a section on modifications, offered a good chance to look at some of the adaptive technologies available for students with learning disabilities or other special needs. This web page was particularly helpful.
8. Evaluate, adapt and
reflect on emerging tools and trends by participating in local and global
learning communities and by reviewing current research and professional
literature. Our class itself is a local learning community, is it not? Throughout the class, the weekly modules have provided numerous opportunities to participate in other sorts of learning communities and to review current research and literature.
So, why is it important for all teachers to integrate technology into the lessons they teach, regardless of the age of the students? For starters, as we've discussed in the class at length, children begin to use technology at a very young age. Not only does it make good sense for us to teach them using the tools they enjoy and understand, it's imperative that we provide them the proper foundation for using these tools ethically, wisely and effectively. The PBS video Digital Nation illustrates this idea.
Integrating technology won't always be easy. Along with budgetary issues, teachers often must deal with entrenched mindsets about change and adaptation. This blog entry by high school principal Eric Sheninger discusses the mindsets and obstacles facing teachers who want to make transformative use of technology, as well as offering some helpful tips for overcoming them. He says:
"The time is now for all of us to critically analyze our respective schools and take a stand against the status quo in order to do what is best for our students."
So, why is it important for all teachers to integrate technology into the lessons they teach, regardless of the age of the students? For starters, as we've discussed in the class at length, children begin to use technology at a very young age. Not only does it make good sense for us to teach them using the tools they enjoy and understand, it's imperative that we provide them the proper foundation for using these tools ethically, wisely and effectively. The PBS video Digital Nation illustrates this idea.
Integrating technology won't always be easy. Along with budgetary issues, teachers often must deal with entrenched mindsets about change and adaptation. This blog entry by high school principal Eric Sheninger discusses the mindsets and obstacles facing teachers who want to make transformative use of technology, as well as offering some helpful tips for overcoming them. He says:
"The time is now for all of us to critically analyze our respective schools and take a stand against the status quo in order to do what is best for our students."
In other words, one of the best ways to overcome barriers is simply to push them down with our own persistence and enthusiasm. Have formal and informal discussions with fellow teachers about the ways that web tools such as voki.com and scratch can make learning fun and appeal to different sorts of learners. Invite the principal to a multimedia presentation designed by your students. Involve parents in the technology loop by using tools such as symbaloo to keep them informed of homework assignments and classroom events.
Perhaps most important, we teachers of tomorrow should always keep our eyes on tomorrow, on learning right alongside our students, on boldly trying out new ideas and tools even if it means fumbling and screwing up.
