Many schools are jumping on the 1:1 bandwagon, if they haven’t already. It seems like nobody wants to be the last institution to put a device in the hands of their students. And why would they? At this point, there is plenty of literature out there advocating the benefits of technology in the classroom. A great example can be found here. My own school implemented their own school wide 1:1 policy just last year (and only after a lengthy pilot program took place). After implementing such a program, many administrators and educators might think that the only left to do is pat each other on the back for a job well done. The students have everything that they need to learn now, right? They’ve been given every known tool and possible advantage… the ball is in their court now, right? Not necessarily... Click the photo to read the above mentioned article by Stephanie Norman, one of many great resources provided by the class. My latest (and final) graduate course at the University of St. Francis addressed this very topic. The course is appropriately entitled, “Effective Technology Integration Into Lessons and Curriculum,” and the first word in the title is the first thing that I learned. As a matter of fact, it probably is a great place for any new 1:1 educator to start. EFFECTIVE… EFFECTIVE technology AND EFFECTIVE integration. I believe that this is the first mistake that many people make when integrating technology in their classrooms. I know that I am guilty of that myself. SO that would be the first thing that I learned from this course, that technology needs to be EFFECTIVE, and what that means exactly. It seems so simple it should be assumed, but it is often not. Teachers that allow laptops in their room for the first time need to have a purpose in mind. If the students are never given an objective or clearly stated purpose for having the device out and on their desk, of course they will find a way to be distracted. That is the educator’s fault, not the student! Perhaps the greatest thing that I took away from this course was a shift in perspective that lead to the realization that technology is just another tool we teachers can use at our advantage. Like every other tool, it will not work on everything and we are responsible for showing our students how to use it. If you just start to "allow laptops" one day, you are doomed. If you just teach them how to use Padlet.com for a random project and stop there, of course they will misbehave. The chosen technology must be EFFECTIVE for that purpose, task, objective, situation, etc. If it isn't don't force it. Don't jam square pegs in round holes, don't use a hammer when you need a wrench, and don't let students take out laptops just so you can say your room is 1:1. (Forgive me readers, this isn't the last time that you will here this analogy) So how do I ensure my use of technology is EFFECTIVE? Cue the SAMR Model... another wonderful insight that I gained from this course. SAMR was developed by Dr. Puentedura, PhD. The graphic used to illustrate the SAMR Model was another resource from the class. The SAMR Model is an easy to understand way to evaluate the role technology plays in your classroom, and its posible functions. You can also use it to set goals for how you use technology in the future, creating an opportunity for reflection and growth as an educator. In other words, its exactly what I needed. Too many teachers (myself included) dive into technology head first. They start sprinting before they have even learned to walk, much less whether or not they needed to sprint in the first place. They think they are doing the right thing, and look the part too... making screencasts, flipping lessons, assigning projects via the problem based learning model, using an LMS to manage their students' digital work flow, etc. Don't get me wrong, I think that they are terrific vehicles to deliver instruction. I am also happy that the course covered the basics of all of those things. But what is the purpose of that specific activity? Why did you choose that one? Do your students know the reason? Is it EFFECTIVE? That's where you need to start! To go back to my tool analogy, you don't pick up a hammer and then look for things to hit with it. Also, some tasks require something other than a hammer. Typically, when you encounter a problem, you narrow it down to an objective, then decide how to address it, and then finally go and grab the hammer ONLY if it is the appropriate tool for that particular situation. You would only use a tool that was EFFECTIVE for accomplishing that specific objective, right? Integrating technology in the classroom should be approached the same way. It seems obvious now, but I never saw it that way before the course introduced the SAMR Model to me. If interested, this course resource is a terrific summary of SAMR Within a module concerning Problem/Project Based Learning, I was introduced to a new style of lesson planning that guarantees EFFECTIVE tech integration into your lessons (or just EFFECTIVE lessons in general). That simple to use model or template is called "Understanding by Design", and it was created by Grant Wiggins and Jay McTighe. By starting with my standards, instructional goals, and learning objectives, I keep myself accountable. Then, by working backwards, I decide which forms of assessment would be best for students to most authentically demonstrate their understanding of those goals. I also decide which forms of technology would be appropriate for this specific situation. Then I am ready to plan the day to day instruction that will prepare them for those assessments. Again, the desired results are kept in mind the entire time. As a matter of fact, they steer the entire process. Being introduced to this process forever changed the way that I look at lesson planning, how I choose my own instructional goals, and how I use technology in my lessons. The "Understanding by Design 2.0 Template" from Jay McTighe's site, found here. The picture above is linked to an article by Jacqui Murray. This was a great resource from the course, further explaining "Understanding by Design". Finally, this course also taught me how to respond to the "technology naysayers". Every school has them... the teachers that say, "If it isn't broke, why are we fixing it?" or "What was wrong with the way we have always done it?" I have always wondered what to say to those teachers that are so adamantly opposed to allowing tech in their classrooms. One of the resources from the first week was an article entitled, "10 Reasons Today's Students Need Technology Integration" (and the article can be found here.) It reaffirmed my belief that our jobs (as teachers) is to prepare our students for their future, and that is not limited to only a specific subject or content area. Their education should also equip them with the life skills that will continue to benefit them well on into adulthood. One of the final topics that the course covered was how that future we are preparing them for now includes a daily onslaught of digital information and "fake news"… much more so than what already occurs today. We need to prepare students with the skills that they will need to process and/or digest it all. They need to be able to find what is important, useful, or even true, so they themselves can be EFFECTIVE as adults.
1 Comment
Jenny Lehotsky
7/29/2018 06:28:00 am
Hi Josh,
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